English book 3 teacher 2015 - 2016

ADVERTENCIA
Un objetivo manifiesto del Ministerio de Educación es combatir el sexismo y la discriminación de género en la sociedad ecuatoriana y promover,
a través del sistema educativo, la equidad entre mujeres y hombres. Para alcanzar este objetivo, promovemos el uso de un lenguaje que no
reproduzca esquemas sexistas, y de conformidad con esta práctica preferimos emplear en nuestros documentos oficiales palabras neutras,
tales como las personas (en lugar de los hombres) o el profesorado (en lugar de los profesores), etc. Sólo en los casos en que tales expresiones
no existan, se usará la forma masculina como genérica para hacer referencia tanto a las personas del sexo femenino como masculino. Esta
práctica comunicativa, que es recomendada por la Real Academia Española en su Diccionario Panhispánico de Dudas, obedece a dos razones:
(a) en español es posible «referirse a colectivos mixtos a través del género gramatical masculino», y (b) es preferible aplicar «la ley lingüística de la
economía expresiva» para así evitar el abultamiento gráfico y la consiguiente ilegibilidad que ocurriría en el caso de utilizar expresiones como las y
los, os/as y otras fórmulas que buscan visibilizar la presencia de ambos sexos.
PRESIDENTE DE LA REPÚBLICA
Rafael Correa Delgado
MINISTRO DE EDUCACIÓN
Augusto Espinosa Andrade
Viceministro de Educación
Viceministro de Gestión Educativa
Wilson Ortega
© Ministerio de Educación del Ecuador, 2015
Primera edición: Julio 2015
Av. Amazonas N34-451 y Atahualpa
Quito, Ecuador
www.educacion.gob.ec
La reproducción parcial o total de esta publicación, en cualquier forma y por
cualquier medio mecánico o electrónico, está permitida siempre
y cuando se cite correctamente la fuente.
DISTRIBUCIÓN GRATUITA - PROHIBIDA SU VENTA
Subsecretaria de Fundamentos Educativos
María Brown Pérez
Directora Nacional de Currículo
Nancy Carrillo Sánchez
Subsecretaria de Administración Escolar
José Ramos
Directora Nacional de Comunicación Social
María Lorena Portalanza Zambrano
Marcelo Salazar Ch.
TEACHER´S BOOK- LEVEL 3
ISBN: 978-9942-18-280-7
Coordinación-Área de Ingés
Alexandra Pérez Valencia
Karen Navarrete Soria

Viewpoints is a series of English textbooks for
highschool students whose main purpose is to
introduce students to English and its culture through
a variety of activities and projects intended to tap
into students’ real lives and expectations. The series
also intends to show learners the variety of topics and
subjects through which they can learn English not only
as a language, but also as a vehicle to learn information
from areas such as social studies, natural science and
popular culture. Furthermore, Viewpoints makes an
important contribution to education by proposing
discussions about values and providing learners with
academic and citizenship tools to apply to their school
life and their adulthood.
A. Objectives and Characteristics
The series is organized into a number of units whose
goals and standards mirror those of internationally
and sequential syllabus which allows teachers to build
students’ language competences on previous work, in
the areas of content and language skills. Besides the
work in the areas of linguistic competence, the units
are designed to contribute to students’ cognitive and
social development.
I.GeneralDescription
B. Rationale
The series takes into consideration the fact that
students already possess a wealth of knowledge in
their L1 (Spanish), so the teacher´s job is to provide the
language input for students to be able to build on them
in their L2 (English).
In regard to students’ social development, the series
promotes language activities oriented towards
students’ language practice in real settings. Many of
the activities are structured around sample dialogs
from which students build a repertoire of vocabulary
and language expressions that they can use as a
framework for further practice. Besides the activities
based on the role-play of dialogs, students also
carry out collaborative projects and information gap
activities to maximize their chances of interaction
using the language input.
Language-wise, each book of the series contains six
are explored through listening, speaking, reading and
writing activities, together with the development of
both vocabulary and grammar skills. The treatment
of these language components is also aided by the
formulation of a number of strategies aimed at giving
students tools to advance through their independent
learning.
5

1. Student Centeredness
The authors of Viewpoints have designed our learning activities taking into account the theory of Multiple
learning potential at school and in life.
The ability to decode
meaning and use words
orally and in writing.
• Discussions and mini-debates
• Reading and writing stories,
reports, reviews, e-mails
• Inferring grammar rules
The ability to use numbers,
analyze data, understand
abstractsymbols,graphs,sequences
• Classifying
• Sequencing
• Problem-solving activites
The ability to use movements
and gestures, when interacting,
to express feelings and ideas using
the body.
• Role plays
• Games and contests
The ability to understand and
interact with other people,
establishing rapport and
empathy.
• Projects
• Group work
• Games and contests
who we are and how to cope
with personal feelings.
•
• Self-evaluations
• Talking about community
and personal issues
The ability to feel music
and rhythm.
• Tapping the rhythm
• Listening to stress, rhythm
and music
The ability to cope with the
world outside of the
classroom.
• Campaigns to become
environmentally sensitive
The ability to understand and
perceive spatial
relationships and aspects,
such as shape, color and size.
• Drawing and interpreting
maps and graphs
• Doing crossword puzzles
Intelligence Activities
Linguistic
Logical and
Mathematical
Bodily/Kinesthetic
Interpersonal
Intrapersonal
Musical
Naturalist
Visual and Spatial
46

2. Teaching and Learning Approach
Viewpoints is based on an eclectic but informed series
of ideas and constructs in language teaching and
learning. Viewpoints has been developed by taking B.
Kumaravadivelu´s (2003) ideas into account. He clearly
conceptualizes teaching as being enacted through the
parameters of particularity, practicality, and possibility.
Particularity has to do with the fact that teaching has
to be responsive to particular contexts where teachers
and learners are entitled to have their own ideas about
learning. Practicality refers to the idea that teachers
need to come to terms with the dichotomy of theory
and practice, in order to empower themselves to
through their classroom experiences. Lastly, the idea
of Possibility has to do with the empowering of learners
so that they can critically appraise both the social and
historical conditions of their learning, and therefore
pursue new forms of understanding and recreating
reality.
Viewpoints also derives its theoretical foundations from
task-based instruction, cooperative learning, cross-
curricular studies and the cross-cultural approach to
language teaching and learning. The main idea behind
task-based learning is the fact that learners will be
engaged in a series of real-life language tasks that will
help them improve their language skills and enhance
their world knowledge.The series’ approach also takes
into consideration the situation of both teachers and
studentsinEFLcontexts.Thesetextbooksthereforeare
aided by focused instruction especially in the areas of
vocabulary and grammar as important building blocks
Cooperative learning is the basis of many of the
activities in Viewpoints, since students need to adopt
a variety of interaction patterns: individual, pair and
group work. One of the highlights of each unit is the
work students do progressively to create, develop and
present a group project related to the topic of the unit.
This project also involves the making of some sort of
product that helps students use the input language
meaningfully when creating and presenting it.
In the design of other cooperative tasks, Viewpoints
has also considered the ideas of Spencer Kagan (1994),
who suggested the acronym PIES to stand for the basic
principles of cooperative work, where P stands for
Positive Interdependence, I for Individual Accountability,
E for Equal Participation, and S for Simultaneous
Interaction. Positive Interdependence means that group
members need to be aware of the fact that there is no
I
contribution of all members. Individual Accountability
has to do with the responsibility that each member has
to have for the success of the entire group´s project.
Equal Participation calls for the idea of an inclusive
group where all members are entitled to have a say
regardless of the quality of their ideas or, in the case
Simultaneous Interaction has to do with the amount of
projects.
Cross-curricular activities are among the most
important features of Viewpoints, since students
are exposed to a wide variety of topics and activities
from areas such as natural science, technology, social
studies, literature, arts, etc. Consequently, students
in these subjects. For example, the use of timelines for
historic or personal events, and the use of graphs and
tables to make sense of information in social studies or
science.
The cross-cultural approach also runs through the
entire series since students will be able to expand their
intercultural awareness by studying topics in which
family, school, and workplace interactions that appeal
to a wide variety of communities since they are not
necessarily related to English speaking countries or
cultures.
7

C. Lesson Planning
Lesson planning is perhaps one of the most fundamental aspects that contribute to learning. Teachers have the
responsibility to create the conditions for students to get the most out of the language lessons.Thus, the lessons
in the units follow a predictable structure, namely Warm Up, Presentation, Practice and Application.
1.WARM UP
The purpose of the Warm Up stage is to assess students’ prior knowledge, so that they become aware that they
already have a lot of ideas to contribute to the class. Nevertheless, the teacher also has to be ready to start
preparing students for either the content or vocabulary that they will encounter throughout the unit.Teachers are
always encouraged to assess students’ knowledge through activities such as short discussions, looking at pictures
or talking about students’ prior experiences.
2. PRESENTATION
The Presentation stage is intended to get students familiar with either the vocabulary or the grammatical aspects
in each of the lessons. The presentation introduces the context where students will use the language for most of
the lesson´s activities.
WARM UP (books closed)Show students a picture of a famous inventor you are sure
they know something about. Ask students questions about
the inventor´s full name, achievement, place and year of the
invention. Have other pictures available so that you have the
chance to elicit questions from the students. Have students
male inventors, female inventors, American inventors,
Europeaninventors,19th
centuryinventors,20th
–21th
century
inventors, etc.
nationalities they could recognize in thethem what names they recognized.some sentences like:
Baekeland).You can look these people up on the Internet to
PRESENTATION
1. Read the following expressions and their
meanings. Listen to a radio program and match
them.
Have students read the idioms and their meanings. Ask
them to try to match them by inferring. Ask students for
their answers to see their reasoning but do not tell them the
or correct their ideas. Use the information on the accidental
invention of Play-doh to review information questions.
Make sure students understood the reason Play-doh was an
accidental invention.
PRACTICE
structure the dialogs including both the idioms and the Key
Expressions. Tell them, for instance, that they may have
wise to it
ask students to think of situations where they can use the
expressions. List the situations and give them prompts to
start their dialogs. Encourage them to rehearse the situation
before they do it in front of the class.
6
Have students read the title of the lesson. Ask them
they know of any accidental inventions or give them som
synthetic d
(
Baekeland).You can look these people up on the Interne
meanings. Listen to a radio program and m
Have students read the idioms and their meanin
them to try to match them by inferring. Ask stud
8

nize in the audio. Also askized.
the Key
ay have
use the
ompts to
situation
3. PRACTICE
Each unit has several moments of Practice. One of the
aims of the series is to work towards skill integration.
Consequently, students have plenty of opportunities
to be exposed to the language input through listening
and reading, and to use the newly learned language
of texts. Besides the integration of language skills,
Viewpoints promotes cognitively challenging activities
so that students are encouraged to have a problem-
solving attitude towards language learning.
4. APPLICATION
Most lessons end up in a moment of Application so that
contexts. One of the most important ideas in the
application activities is that students have the chance
to make personal connections with language learning.
Consequently, the idea that language is much more
than a linguistic or a cognitive enterprise is reinforced
by the idea of social relationships, which is present in
every unit.
5. EXTRA IDEAS
Many lessons can be enhanced by the suggestions
given in the Extra Ideas section. The books in the
series are always promoting teacher and student
involvement and further practice by suggesting new
scenarios for learning, such as practical activities or
the use of online resources.
PRACTICE
2. Complete the conversation among Sandra,Martin and Monique by using the idioms above.situations or problems they face. You may come up with
examples using some of the idioms. Then have studentstell them to share the answers with their classmates tothem role-play the dialog.
nature of their an
talk about group
go beyond schoo
Gap Activity
Tell students that
and the aim is to
one-track mind
rocket science
the brains behind
. Ask them if
ve them some
synthetic dyes
(Leo
n the Internet to
ram and match
heir meanings. Ask
ng. Ask students for
APPLICATION
3. Think of school-related experiences where you
can use these idioms.
Have students get together in pairs to think of school
situations in which they can apply the idioms studied.
Help them formulate some of the ideas, so that they can
get
wise to it by studying, reviewing and getting help. You can
Have students read the ideas about their values. Tell them
Then ask them to do the matching exercise. Tells students
of the object in the entry and the relevant information which
may include examples. Encyclopedia entries have pictures,EXTRA IDEASYou may bring some encyclopedia entries that have parts
missing so that students have to provide the missing
information regarding the inventor, the invention, or other
relevant data. Once they are familiar with the text, you
may have students work in groups. Give each group some
information regarding a particular inventor or invention.
based on the organization of the entry so that they organize
one entry, as a class.
Bill Gates (1955– ) Co-founder and chairman, Microsoft
Corporation
Bill Gates studied at Harvard University between 1973 and
1975. He left college to become the founder and chairman
computer programs, but later it developed other products,
such as Internet service. He has won several awards for
his excellence as a businessman and inventor. He left his
company to work with several associations that help the
underprivileged.
Makesurestudenttheir PowerPoint ppresentations so thproduction.a good modelMake sure students hencyclopedia entries.
9

II.SeriesComponents
The series authors, editors and developers are well aware of the fact that students need constant exposure to the
language as well as to a variety of exercises and evaluations. For this reason, the series has a Student´s Book, a
Teacher´sGuide, an audioCD (within the student’s book) and two audioCDs for the teacher.A workbook, tests and
online support activities will soon be available.
A. Students’ Book Structure
Each book begins with a Scope and Sequence which describes each of the six main units in the book.
Additionally, there is a Review Unit at the beginning of each book, where students are given another
opportunity to practice some of the contents and language aspects studied in the previous book.
1. Unit Opening Page
Each unit begins with a description of the unit contents
as well as a number of illustrations and questions.They
help to activate students’ background knowledge. At
the same time they provide an opportunity for students
collaborative atmosphere.
2. Lessons 1-2 Grammar andVocabulary
Each unit has four lessons in which to develop the
unit topic. Lessons 1 and 2 are meant to introduce
the target vocabulary and grammatical structures,
which students are able to process through listening,
speaking, reading and writing activities.
10

3. Lesson 3 Reading andWriting
Lesson3isentirelydevotedtoworkingonthereadingprocess,whichissubdividedintoPre-Reading,While-Reading
and Post-Reading
Pre-Reading Activites
ThepurposeofPre-Readingactivitiesistohelpstudents
get ready to read a text and be better prepared to
understand it. When students preview vocabulary, use
prior knowledge and predict, they feel more motivated
and connected to the text.
While-Reading Activiities
While-Readingactivitiesaredesignedtohelpthereader
deal with the text while he or she is actively involved in
comprehension, using strategies like: stopping to think,
re-reading, asking themselves questions, visualizing,
making inferences, underlining or using context clues to
work out meaning.
Post-Reading Actiivities
Students need to apply some Post-Reading strategies
to achieve a deeper understanding of the text.To do so,
they can ask questions, make inferences,
idea, summarize, and hold mini-debates or discussions.
These activities are also aimed at enhancing readers´
ability to think about what they read and take a critical
position.
This section also provides students with writing models
and strategies. The idea is to help them determine
writing elements and give form to their ideas in an
generate, organize, connect, rephrase, and develop their
.

Lesson #
T4Lesson
4. Lesson 4 Culture and Communication
Lesson 4 is entitled Culture and Communication. The
purpose of this lesson is to help students widen their
oral skills through the learning of idiomatic expressions
associated to cultural aspects of the language. This
page ends with a section, whose
purpose is to make students aware of cultural aspects
that underline the lesson contents and to help them
learn to be self-critical about their attitudes and values.
5. Share your Project
Lesson 4 has a second section, Share Your Project,
to help students wrap up their ideas about the class
the nature of cooperative work and gives them extra
presentation.
6. Comic
Units 1, 3 and 5 have a Comic section that helps
students look at the class topics, language structures
up the unit in a memorable and relaxed way.The comic
can be used for either reading or listening practice.
1012

7. Game
Units 2, 4 and 6 have a full-page Board Game so that
students have the opportunities to use the language
are also confronted with the idea of collaboration in
learning, since the games are meant to be played in
pairs or groups.
8. Evaluation
A section entitled Quiz Time is devoted to evaluating
students’ progress during the unit. The exercises are
aimed at presenting students with new contexts so
that they are able to see how much they have learned.
9. Self Evaluation
Every unit has a Self-EvalutionChart
how well they achieved the objectives.At the same time, it encourages students to understand their strengths and
to their learning.
13

10. Glossary
The unit ends with a Glossary and a number of Glossary Activities. This section is oriented towards reinforcing
students´ learning of the vocabulary presented in the unit.
References
Gardner, H. (1983). Frames of Mind.TheTheory of Multiple Intelligences. NewYork. Basic Books.
Kagan, S. (1994). Cooperative Learning. San Clemente, CA. Kagan Publishing.
Kumaravadivelu, B. (2003). Beyond Methods. New Haven.Yale University Press. E lessons.
1214

Dear students,
Welcome to Viewpoints, the new English program for teenagers.
It will help you to:
This series contains:
social studies and others.
enjoy learning English.
• discuss topics that are important for our society.
• learn lots of colloquial expressions that people use in daily
criteria of the Common European Framework to see
your progress.
Enjoy Viewpoints!
The Editors
15

Topics
•
Breakthroughs
• Inventors and Inventions
• Facebook
• Household Inventions
• Accidental Inventions
• Holiday Activities and Places
• ExtremeVacations
• Anecdotes and Unfortunate
Happenings
• Hobbies and Entertainment
• Leisure Activities
• Commitment in Leisure
Activities
• Feeling Alive
Goals
You will learn how to
• give accounts of past events.
• ask for and give information
about the past.
• use time expressions when
giving accounts of past
achievements.
• narrate past experiences.
• describe places.
• talk about hobbies and leisure
activities.
• express agreement or
disagreement about
controversial topics.
• talk about rules, express
advice and emphatic opinions.
• determine main ideas,
supporting information and
examples in a reading.
Grammar
• The Simple Past tense
interrogative)
• Regular and Irregular Past
tense verb endings
• Time Expressions for the
Simple Past tense
• Simple Past tense, Past
Progressive tense,There
was/there were, Sequence
connectors,Time conjunctions
• Imperative Mode
• Modals: obligation, advice,
emphatic opinions
Skillsandstrategies
Vocabulary: associating images
with words
Reading:
• activating previous knowledge
• reading for details
• looking at the text quickly
Writing: following model texts
Listening: paying attention to
Speaking: integrating idioms
into daily conversations
Vocabulary: playing with words
Reading:
• using words with similar
meaning
• recombining knowledge of
vocabulary and grammar to
understand a text
Writing: mapping the events of
a narrative into a story map
Speaking: paying attention to
connectors of sequence
Vocabulary: looking up new
words in the dictionary
Reading: using dictionaries
Project
A PowerPoint Presentation AVacation Narrative A Scrapbook
UNIT
1
UNIT
2
UNIT
3
16

4
Topics
• Amazing Facts around the
World
• Some Countries and their
Records
• The GuinnessWorld Records
• Success
Odd Jobs and Occupations
Career Choices of the Future
Career Choices in the Job
market
CreativeThinking
Inspiring Young People
A Life of Achievements
Inspirational Lifelong Learners
Stories of Success
Goals
• talk about landmarks and
compare them.
• make comparisons in terms of
superiority.
•
• have an informal dialog
making comparisons.
•
• talk about occupations and
professions.
• make predictions and plans
regarding career choices.
• read graphs and tables to help
your reading comprehension.
• write a career prospect.
talk about achievements.
describe people’s personal
characteristics and abilities.
use reference words to aid
reading comprehension and
achieve cohesion in writing.
Grammar
• Comparatives and Superlatives • CompoundWords
• Future tense predictions and
intentions with “will” and plans
with “going to”
Present Perfect tense
Time Expressions with the
Past Participle forms of regular
and irregular verbs
Skillsandstrategies
Vocabulary: making groups of
words around a central concept
Grammar: paying attention to
adjectives that double their last
consonant
Reading:
• using graphic organizers to
summarize information
• identifying cognates
Listening: paying attention to
words you know
Speaking: keeping
conversations going by using
informal expressions
Vocabulary: discriminating word
compound word
Reading: transfering
information from graphs and
texts to aid comprehension
Speaking: building
conversations using sets of ideas
or formulaic expressions as cues
Writing: developing texts
following key concepts or ideas
to focus the content of the
message
Vocabulary: associating words
with pictures
Pronunciation: linking words to
help people produce connected
speech
Listening:
• categorizing information to
aid in comprehension
• using charts to transfer
information
Reading: using reference words
to keep track of ideas
Writing: using reference words
as cohesive devices in texts
Project
A Poster Presentation ATimeline Presentation
UNIT
4
UNIT
5
UNIT
6
17

Review
1. Listen to some people talk about free time activities. Check how they feel about them.
2. Complete the following paragraph with the adverbs of frequency in the Word Bank. Pay
attention to the frequency of the actions.
Christmas is an important celebration in my
family.We (100%) get
together to celebrate as a family; everyone
comes to this celebration without exception.
(80%) every person brings
something to eat.We have a big dinner, but this is
not what we do every year.
(40%) we go out to a restaurant.We need to
make reservations quickly to have a table.We
(0%) have problems with our
reservations because we call early in the month.
Something we (60%) do is
to have turkey or a big dish for everyone. People
usually choose their own desserts.
Word Bank
often never usually sometimes always
Love Prefer Like
Paul Nancy Angela
always
to listen to music
to see a movie
to read a book
to exercise
to cook
6
Usually
Sometimes
never
often
18

UNIT
Planning
Learning Goal Indicators Vocabulary and Structures Strategies
This lesson will
enable learners
to review
and practice
language
concepts from
the previous
book in the
series.
Describes free time activities.
Talks about the frequency
of activities using adverbs of
frequency.
Talks about abilities.
Uses quantifiers with both
countable and uncountable
nouns.
Talks about life memories.
Structures
Simple Present tense with the verb to be and
other verbs
Abilities with the modal can
a/an
some and any
Vocabulary
listentomusic,seeamovie,readabook,exercise,
always, usually, often, sometimes, never, play an
instrument, dance, cook, speak languages
Using
charts
Using
games
Listening
for details
Reading
for detailed
information
1. Listen to some people talk about free time
activities. Check how they feel about them.
Have students talk about their favorite free time activities
in relation to what they love to do, they like to do and they
prefer to do.
Then have them guess what Paul, Nancy andAngela have to
say about their free time activities. Ask them to write down
them.
familiar with pronunciation, volume, etc. Play the audio
again.This time have them pay attention to the chart which
they will need to check. Then ask them to check the spaces
they think are correct. Have them peer correct their answers
2. Complete the following paragraph with the
adverbs of frequency in the Word Bank. Pay
attention to the frequency of the actions.
First, have students notice the words in the Word Bank
and ask them what these adverbs indicate. Give students
examples with common activities such as going to work
or going to school which will require the adverb always.
You can use other activities such as going to the dentist or
buying presents for other frequencies. Then ask students
to describe what they do for Christmas. They should write
down their ideas so that they are able to use them later on
in the exercise.
Havethemsolvetheexercisebyaskingthemtopayattention
to the percentages in parentheses. Check students’ answers
to see if they undestood.
You can ask students to write their own paragraphs about
Christmas traditions in their families using frequency
adverbs.
Review
19

3. Go around the class and ask your classmates
about their talents. Make a chart with their
answers. Follow the conversation starter.
Before students start to solve the activity, ask them about
their abilities. Have them mention what they can do in
Have students read the conversation and get them to notice
that it is a model interview for them to use in the activity.
Have students go around the class interviewing their
classmates as in the model conversation. Make sure you
mingle so that you are able to take part in some of the
conversations.
You can take this exercise a little bit further by making quick
notes on what students are talking about. Later, when you
ask the class to return to their seats, students will be able
to point out their classmates’ abilities and you can give
feedback.
4. Look at the domino tokens. Use the numbers on
the cards to pair them up.
some and any. Make sure students a have clear idea about
their uses.
Tellstudentsthattheywillputthetokenstogethersimulating
a particular countable or uncountable noun. They need to
write down the two words that go together.
720

Talent / Ability
Name of
Student
What / Which?
Play an instrument Alexander the guitar
Dance
Paint
Play sports
Do math
Skateboarding
Speak languages
Cook international
food
Use design programs
a.
b.
c.
d.
e.
f.
g.
h.
i.
You: Can you play a musical instrument?
Your partner:Yes, I can.
You:What instrument can you play?
Your partner: I can play the guitar.
You: Can you show me?
Your partner: Sure, listen to this.
3. Go around the class and ask your classmates about their talents. Make a chart with their
answers. Follow the conversation starter.
4. Look at the domino tokens. Use the numbers on the cards to pair them up.
some some threerice apple sugar
6
8
14
an
some
two
two
anybananas
any
cereal
water
pears
ice-cream
some sugar
7
Answers may vary.
some rice
Suggested answers:
two pears some ice-cream
an apple
three bananas any cereal any water
21

5. Read the text about “Life memories.” Answer the questions that follow.
1. What was life like in the past according to
the text?
a. Life was faster.
b. Life was slower.
c. Life was easier.
2.
family on a regular weekday?
a. Grandma was at home, grandpa
was at work and the children were
at school.
b. Grandma was at work, grandpa
was at home and the children were
at school.
c. Grandma was at school, grandpa
was at work and the children were
at home.
3. What did they say about people’s attitudes
towards special celebrations?
a. People were not always ready for
those moments.
b. People were usually ready for those
moments.
c. People were always ready for those
moments.
4. What are families like today?
a. Their lives are a bit slower.
b. They have moments of
conversation with their relatives
and children.
c. Everyone seems to have their own
schedule and agenda.
5. What did the grandparents conclude
about their lives in the past?
a. They were happier when they were
older.
b. They were happier when they were
younger.
c. They were better when they
were younger.
Life Memories
My grandparents are always talking
about what life was like in the past.
I decided to talk to them one day to
understand their ideas better. They said
their lives were a bit slower. People
were more relaxed about time and their
responsibilities. My grandparents think
people are running all the time. On a
regular weekday, grandma was at home
most of the time and grandpa was at
work. Their children were at school most
of the day, so they got together at night.
They told stories and played games until
it was time for them to go to bed. My
grandparents always talk about their
moments of conversation with their
relatives and children. “We were always
around, so we could talk to everybody,”
they said. These days they feel families
do not have time to get together and
talk. Everyone seems to have their own
schedule and agenda. One last thing my
grandparents told me was about the
special celebrations they had. People
were always ready for those moments.
TheydidnotseethatChristmasstartedin
November as happens these days. They
feel there was a moment for everything.
They did not do anything in a hurry as
happens with most festivities now. My
grandparents concluded that they were
happier when they were younger. They
added that life does not have the same
quality today.
822

4. Read the text about “Life memories.” Answer
the questions that follow. (Books closed)
Askstudentsaboutmemoriesoftheirchildhood.Writedown
their ideas so that you can guide their answers to particular
life experiences with their parents and grandparents. Then
years ago.
parents and grandparents.
Categorize the information the students give you in terms
of everyday life, work life, school life, recreational activities
and even festivities.
Now tell students that they will read a text with the title “Life
Memories.” Have them predict the content based on what
they have already pointed out about their lives and those of
their parents
,
and grandparents
,
.
Tell them to open their books to page 8. Have them read and
Solve the reading
comprehension questions.
EXTRA IDEAS
You can ask students to write down a personal experience
they want to share about their family life. For example, they
can think of how family traditions or celebrations are/were
carried out in their country, interview their (grand)parents
and write about it.
23

BreakthroughsinScienceandTechnology
UNIT
1
Skills CEF Standards Indicators
Listening
Can understand
spoken language, live
or broadcast.
Identifies specific details regarding people,
places, times and reasons.
Uses background knowledge to aid
comprehension.
Explores visual aids before listening with the
purpose of activating previous knowledge.
Reading
texts with a
large degree of
independence.
Locates main ideas and relevant details in a text.
Predicts the content of a reading by taking a look
at vocabulary first.
Answers information questions.
Recognizes the structure of an encyclopedia
entry.
Oral
Expression
Can talk about an
outstanding inventor
or invention, including
details such as who,
when, where, what
and why.
Gives a presentation about an inventor or
invention.
Plans what to say and rehearses after collecting
relevant information about the topic of a
presentation.
Oral
Interaction
Can ask and answer
wh-questions as well
as yes/no questions in
the Simple Past tense
to discuss discoveries,
inventions and
creations.
Asks and answers questions about people and
their achievements.
Uses idioms to talk about everyday topics.
Uses wh-questions to obtain extra details in
dialogs.
Written
Can write clear and
well-structured
texts about general
information.
Writes an encyclopedia entry.
Narrates and connects ideas chronologically
when describing important events.
924

BreakthroughsinScienceandTechnology
UNIT
1
General Objective
You will be able to talk about some inventors and
their inventions.
Communication Goals
• give accounts of past events.
• ask for and give information about the past.
• use time expressions when giving accounts
of past achievements.
Topics
•
• Inventors and Inventions
• Facebook
• Household Inventions
• Accidental Inventions
Vocabulary
• Vocabulary related to technological and
Grammar
•
interrogative)
• Regular and Irregular Past tense verb endings
• Time Expressions for the Simple Past tense
Idioms and Colloquial Expressions
• To be the brains behind
• To get wise to
something
• To have a one-track
mind
• (Not) to be rocket
science
• To have a light
bulb moment
• Under one’s belt
• Come across
• Ring a bell
• No biggie
Project
A PowerPoint Presentation
You will work in groups to make a PowerPoint
presentation of an inventor or invention.
Discuss:
• Where was Johannes Gutenberg from?
What did he do?
• Did humans discover or invent agriculture?
• What inventions were the most important
in the past?

Simple Present Simple Past
a. build
b. invent
c. discover
d. create
e. develop
f. work
g. make
h.
Lesson 1
AChangingWorld
1. Work with a classmate and number
these inventions in chronological order.
Then listen and check.
Listening Strategy
the chronological order of events.
Listening Strategy
Use Wh words such
as who what where
when and why as a
guide to listen for
information related
and purposes.
b o c d e f g h l i l
u x y i n v e n t e d
i r u s z s b y y j h
l u v c s i f t d k g
t o w o r k e d s l f
f d e v e l o p e d e
o i g e a j l w g j m
u c c r e a t e d n a
n a s e n e v t s r d
d o p d m q e i o u e
Key Expressions Under one’s belt: in one’s possession or experience
2. Listen to the lecture again and complete the chart below.
3. Look for some of the verbs from the listening in
the Word Search and complete the Simple Past
tense list. Then complete the grammar chart on
the following page.
microchip penicillin motor carglucose test printing press electric system
1
a b c d e f
built
WHO WHAT WHERE WHEN
a. Johannes Gutenberg the printing press Germany 1440
b. United States
c. Karl Benz
d.
e. Helen Murray Free United States
f. Robert Noyce and Jack Kilby the microchip 1957
6
1928
10
5 4 2 3
Thomas Alva Edison
Alexander Fleming
electric lighting system
the motor car
Penicillin
glucose test
Germany
England
United States
1879
1885
1956
invented
discovered
created
developed
worked
made
found
26

Lesson 1
AChangingWorld
Planning
Learning Goals Indicators Vocabulary and Structures Strategies
This lesson will enable
learners to exchange
information about
inventors and their
inventions in the past
tense.
Identifies general ideas and
details in a listening text.
Makes interrogative and
affirmative sentences.
Asks and answers wh-
questions in the past tense.
Vocabulary
inventors, inventions, household items:
white-out, radio, television, Coca-Cola
Structures
wh-questions
Regular and irregular past tense endings
Listening
for details
WARM UP (books closed)
Show students a picture of a famous inventor you are sure
they know something about. Ask students questions about
the inventor´s full name, achievement, place and year of the
invention. Have other pictures available so that you have the
chance to elicit questions from the students. Have students
male inventors, female inventors, American inventors,
Europeaninventors,19th
centuryinventors,20th
–21th
century
inventors, etc.
1. Work with a classmate and number these
inventions in chronological order. Then listen and
check.
Tell students to think of the order in which the depicted
inventions may have occurred. Then ask them to work in
pairs and discuss to try and reach an agreement. Provide
language expressions such as: What invention did you have
Show students the use of timelines to
seteventsinchronologicalorder(youmaymodelanexample
with some facts about general history) and ask them to
get in groups of 5 to place the inventions in activity 1 on a
timeline. Then have all the groups share their timelines. All
this work will help them activate their previous knowledge
out the right answer. After that, refer the students to the
Listening Strategy. Ask someone to read it and explain to
the class what he or she understands. Help students with
otherexamplesiftheyhavenotfullyundestoodthestrategy.
Finally, tell them this listening activity has a very precise
objective, which is to identify the order of the inventions,
so they don’t need to understand each word, or divert their
attention trying to catch other pieces of information. Play
the audio once so that they get familiar with the text and
form general impressions. Play it again so that they can
determine the chronological order of the inventions and
are able to compare with their timelines to check if they got
the right information. Ask students to register the strategy
in their notebooks so that they can keep a strategy record
along the course.
2. Listen to the lecture again and complete the
chart below.
Initially, ask students what words related to countries and
nationalities they could recognize in the audio. Also ask
them what names they recognized. Then you could write
some sentences like: or
(with the purpose of reviewing
vocabulary and activating previous knowledge), for students
to correct based on their previous knowledge.
Tell students they are going to listen again, but this time
and refer them to the Listening Strategy. Have them read it
and explain to you what they understand. Explain to them
details and that a good way to do it is to listen out for wh-
Have students
make notes in their notebooks on the use of strategies so
that by the end of the course they have experienced and
recorded a good number of them. Then play the audio and
check everybody has completed the chart correctly. Repeat
the audio once more if necessary.
Oncetheyhavegotallthecorrectinformation,drawstudents’
attention to the Key Expressions box.Ask them whether they
noticed the expression in the audio. If they didn’t, play the
audio again.Ask someone to read its meaning and explain to
you what he or she understands by it.
Write this sentence (the one in which the expression is
used in the audio) on the board:
Thomas Alva Edison´s belt. Ask them what that invention
was (the electric system). Now write the sentence: The
Now ask
them to make similar sentences with information about the
other inventors and their inventions.
27

3. Look for some of the verbs from the listening
activity in the Word Search and complete
the Simple Past tense list. Then complete
the grammar chart on the following page.
Tell students to look at the list of verbs on the left and look
for the past tense form in the Word Search to complete the
second list on the left.Ask them whether they can use these
verbs to express breakthroughs in science and technology
they know of to rephrase what they heard in the audio.
Remind them these verbs were used in the audio they
just listened to. Then ask them to classify these verbs into
regular and irregular ones, and drill pronunciation chorally
and individually. Check pronunciation and spelling.
Don’t forget that the idea, in this case, is to develop an
inductive process in grammar presentation. Tell them to go
chart.Tell them the focus now is on interrogative sentences.
Make students aware of the examples used (and the answers
given) as they are placed there to help them as clues.
Let them infer what goes in each box. Ask them to work
After that, ask someone to read the questions aloud, while
others to say whether they agree or not and why.Only talk at
the end, even though the students themselves might do so,
about the titles of the columns, the order of the elements,
complement questions).
Useful note: subject questions, those in which the doer of an
actionisunknown,donothaveanauxiliaryverbnorasubject
(as it is the unknown element). Object or complement
questions do have an auxiliary verb, a subject and the
main verb takes the base form. Check that everybody has
understood and has the right information in their charts.
PRACTICE
4. Write the wh-questions for the following
answers. Pay attention to the colored words.
have. Make sure students understand that they need to pay
attention to the word in italics in the answers to work out
the wh-question
the students so that they get familiar with the activity. Have
students compare their answers as a pair work activity in
which they take turns to ask and answer the questions.
EXTRA IDEAS
Finally, play a game with the students. Ask them to sit
in groups and ask their partners questions about other
inventors and their inventions. They can select some
inventors studied previously. Monitor their work and make
sure they use the interrogative structure properly.
APPLICATION
5. Ask and answer wh-questions about these
inventors and their inventions. Work with a
partner.
Write the name of one of the inventors on the board. Ask
students the questions they could ask about this particular
inventor. Then tell them the purpose of the exercise. Have
wh-questions
inventors or their inventions. Encourage students to ask why
questions so that they direct their attention to the reasons
or purposes behind an invention. Students may go around
the classroom listening to what their classmates say.
First, help students select their classmates for the project.
Then help them focus on ideas about a particular inventor
or invention. Suggest ways to formulate their ideas.
Encourage students to come forward with information
about where, when and why something was invented or
created. Students need to show a record of their research.
They may start an inventor/invention portfolio so they have
their notes available at this stage of the project. Having a
written portfolio will help you provide feedback on students’
a class focus for further teaching.
1128

4. Write the wh-questions for the following answers. Pay attention to the colored words.
a. ? in 1829.
b. ? Alexander Graham Bell invented the telephone.
c. in England.
d. .
e. ? .
5. Ask and answer wh-questions about these inventors and their inventions. Work with a partner.
Reflect on Grammar
QuestionWord
(Wh)
Auxiliary
Verb
Subject
MainVerb
(base form)
Complement Answer
Who
invented the printing press?
Johannes Gutenberg invented the
printing press.
What
(action)
the motor car.
Where
(place)
Fleming ?
When
(time)
Thomas
Alva Edison
the electric lighting
system?
Why
(reasons and
purpose)
work
on the electric
lighting system?
• Get together in groups. Select an inventor or
invention you think is interesting to know about.
• Find relevant information and share it with your
partners.
E.g. .
Project Stage 1
When did Louis Braille invent his code for the blind
camera
1888, USA
disposable cell-phone
1999, USA
WorldWideWeb
1989, Switzerland
liquid paper
1956, USA
Coca-Cola
1886, USA
Who
developed the
WorldWide
Web?
Tim Berness-Lee
developed the
WorldWideWeb.
Where? When?
Why? What?
Grammar and Vocabulary
did
did
Who
Where
11
did
did
Thomas
Alva Edison
discover
invent?
build
penicillin In England.
invented the telephone
did Baird invent the television
What did the Wright brothers make
Why did Murray develop the glucose test
In 1879.
29

Reflect on Grammar
Auxiliary
Verb
Subject
MainVerb
(base form)
Complement Short Answer
you do the history homework?
Immanuel Nobel dynamite?
discover agriculture?
create rockets?
John Pemberton liquid paper?
Emma: Did you do the history homework?
John: (a) some very
interesting information.
Emma:
John: I (b)
(c) dynamite.
Emma:
make any discovery?
John: (d)
agriculture in many regions of the world at about the same
time.
Emma:And did you come across anything that man created?
John:The rocket.
Emma:Who (e) it?
John: Robert Hutchins Goddard created the rocket in the
United States in 1926.
Lesson 2
CreativeIdeasinHistory
1. Listen to the dialog and fill in the blanks with the
Simple Past tense form of the verbs. Use the Word
Bank. Then complete the grammar chart below.
Word Bank
Pronunciation
/t/ asked
/d/ discovered
/id/ created
Key Expressions
Come across: to
meet someone by
chance
2. Work with a partner. Your partner selects an inventor, and you guess his/her name
by asking yes/no questions. Take turns asking and answering questions.
Did invent/create/ develop ?
found
created
Yes, I did.
12
found
invented
discovered
Did
Did
Did
humans
invent
develop No, he didn’t.
Yes, he did.
Yes, they did.
No, he didn’t.
GoddardDid
Did
30

Planning
students to ask and answer
yes/no questions and to
or negative ideas in past
tense form.
Asks and answers yes/no
Gives short answers to
Creates affirmative or
negative statements.
Structures
yes/no questions
Short answers
Pronunciation:
Regular past tense endings
Associating
images to
words to
facilitate word
recognition
and retention
did last week. Get them in pairs.Tell them to ask each other
yes/no questions about what they learned in the previous
week by doing homework. You could ask them to give you
examples of facts they know from their history class.
1. Listen to the dialog and fill in the blanks with the
Simple Past tense form of the verbs. Use the
Word Bank. Then complete the grammar chart
below.
Have students look at the pictures beforehand and ask if
they recognize anybody. If they don’t, ask them to look for
names of people in the dialog and ask the same question
again (they are Alfred Nobel, the inventor of dynamite, and
Robert Goddard, the inventor of the rocket) but don’t tell
them, let them get the information from the text itself. Do
not translate or explain any grammar.Just help them get the
topic and the individuals the audio deals with. Ask them to
sit in pairs and assign each student one of the characters so
that they pay attention only to that part. Make sure students
them listen to the dialog with their books closed. Then
blanks using the verbs in the Word Bank. Help them with
Listen to the dialog once again. This time have them pay
attention to the pronunciation of regular past tense endings.
Review the past tense ending pronunciation patterns. Have
them repeat chorally and individually.
Pronunciation
Play the audio for them to listen to the pronunciation
activity, you may also ask students to come up with possible
questions using some of the verbs studied.
and the short answers. Have students share their charts with
make sense of the chart
PRACTICE
2. Work with a partner. Your partner selects
an inventor and you guess his/her name by
asking yes/no questions. Take turns asking and
answering questions.
This is a very important moment of the lesson. It is your
students’ opportunity to put into practice what they have
learned. It is a moment for interaction. Ask the students to
work in pairs and use the images (inventions) and linguistic
information (names of inventors) depicted on the page as
sources of information, and to use the factual information
they have acquired along the unit. The idea is to have
students practice yes/no questions like: Did John Pemberton
There are many possibly
combinations both for yes and for no answers. Tell students
to work in pairs.They take turns to ask and answer questions
about an inventor. It is central to emphasize the importance
of asking and answering questions. You may have a list
of other famous people who are/were outstanding in a
using it.
Lesson 2
31

(books closed)
3. Complete this encyclopaedia entry with the
verbs in the past tense form. Use the Word
Bank and the pictures to help you. Then
complete the grammar chart below.
Bring some samples of encyclopedia entries, show them to
your students and ask them where they were taken from.
Have students determine the type of information they may
if they were going to write an encyclopedia entry about
one of the inventors they have studied. Then ask them who
Mark Zuckerberg is and any other information about him
or Facebook they may have. Ask them to write down the
information in order to be able to compare it at the end
when they have done the following activity.
Afterwards, refer them to the book to read about
information. Ask them to compare the information found
with that they had collected beforehand, and to report what
new knowledge they got. Then ask students to look at the
pictures in the text and see what each action may represent.
Tell them to associate those pictures with the verbs in
the Word Bank and write the corresponding one next to
each picture in the Simple Past tense form. Once they
answers. Have a group discussion to check their work. Ask
students what new strategy they have learned. Explain what
they did and ask them to make drawings for the same and
other words so that those students who are visual learners
do an activity that suits them. Tell them to register this
strategyintheirnotebookandgivemoreexamplesofhowto
use it. Finally, you may start directing the students towards
the grammar focus by saying things Mark Zuckerberg did or
chart and complete it with information previously studied.
Help the students with the answers. Clarify possible doubts.
sentences with time expressions. You may ask students
grammar chart accordingly.
PRACTICE
4. Read the following statements. Correct them in
affirmative or negative form.
on Grammar chart. Go over the example for the exercise
so that students understand when to use the auxiliary verb
and when to use the verb in the Simple Past form. When
peer correction. Review the information about inventors
and inventions so that students get the facts right. Check
their answers on the board to clarify any doubts that may
still remain.
Once students have chosen an inventor or invention, they
need to establish the most important information they will
present to their classmates. This is a good opportunity for
the teacher to circulate among the groups to help them
interact in English.Students need to consider that they need
to point out the importance of the inventor or the purpose of
the invention. Show the students the use of sentences with
the preposition to and a verb phrase to express purpose or
reason.You can go over the example to do this.
1332

Subject + Action + Complement
Robert H. Goddard rockets.
Zuckerberg college to work in his
company.
Negative Ideas
Zuckerberg
Immanuel Nobel dynamite.
* Pay attention to the base form of the verb in
negative sentences.
Time Expressions
yesterday
week
month
year
four days
1980
I found
very interesting
information.
They
a website called
Facebook.
other companies
to do business.
3. Complete this encyclopedia entry with the verbs in the Simple Past tense form. Use the
Word Bank and the pictures to help you. Then complete the grammar chart below.
Facebook co-creator
University. He on a social network site with some
college roommates.They (a) a website called
Facebook®.The site (b)
(c) college
to work in his company.The site (d)
more than 550 million users. Facebook® (e) other companies that
wanted to do business online.
• Determine the most relevant information about the inventor or invention.
• Think about the purpose or reasons for the invention.
E.g.
Project Stage 2
Vocabulary
Strategy
Associate
images with
words to
facilitate word
recognition
and retention.
Reflect on Grammar
PastTense verbs indicate that events or conditions began and ended in the past.
4. Read the following statements. Correct them in affirmative or negative form.
a. John Pemberton didn’t invent Coca-Cola. .
b. .
c. .
d. Thomas Alva Edison created rockets. .
e. Mark Zuckerberg did not leave college early. .
John Pemberton invented Coca-Cola
WordBank
work
grow
help
create
attract
leave
worked
ago
created
attracted
created
didn’t
Mark Zuckerberg left college early
last
13
created
It attracted
left
didn’t invent
last
last
in
helped
left
grew
Bette Nesmith didn’t invent the disposable cell phone
Karl Benz didn’t invent the cell phone
Thomas Alva Edison didn’t create rockets
33

2. Read this text quickly. Then match the following
items to the paragraphs they belong to.
Reading Strategy
the topic by looking into sets of related words and ideas.
Lesson 3
a. Peopleallovertheworldhaveworkedreallyhardtohelp
and technology. There are numerous great minds of
scientistsandinventorswhohavecontributedtosolving
even soda drinks.
b.
Edison worked for many years with
electricity to improve the quality of the
light bulb. He produced much more
durable light bulbs which could last up
to thirteen hours. Edison also worked
on reliable electric lighting systems to
help with the supply of electricity in
neighborhoods and cities.
c.
popular Liquid Paper or Wite-out. A secretary named
mixture of white tempera paint that she had at home.
She used her formula to correct her typing mistakes
her for the magical liquid. She patented her formula
and called it Liquid Paper.
InventionsAllAround
Word
Bank
electricity
waves
drink
thirsty
tempera
durable
paint
refreshing
data
transmit
lightning
mistakes
1. Make lists of words under the following household items. Use the Word Bank.
light bulb
the radio soda
1.
2. cola soda
3. the light bulb
4. the radio
electricity
Reading Strategy
the text by looking at it quickly to get an idea
of how information is presented (skimming).
waves drink tempera
c
14
paint
mistakes
transmit thirstylighting
data refreshingdurable
b
e d
34

Lesson 3
InventionsAllAround
Planning
Learning Goals Indicators
Vocabulary and
Structures
Strategies
This lesson will
enable students
to apply skimming
and scanning
techniques in reading
comprehension and
to follow models to
produce a text.
Skims through a passage
to determine the topic.
Scans for specific details
in a reading passage.
Writes an encyclopedia
entry by following a
model.
Vocabulary
Coca-Cola
liquid paper
radio
white-out
Looking into sets of related words
and ideas to activate previous
knowledge
Getting familiar with the text before
reading for details
Scanning a text to look for details
related to wh-question words
Give students a list with words such as:
Tell students to categorize those words according
or any other criterion.
Pre-Reading
1. Make lists of words under the following items.
Use the Word Bank.
You may begin by asking students words associated with
eachoneoftheitems.Theideahereisthatstudentspre-view
some of the vocabulary in the reading, so let them associate
the words freely and have them justify their answers.
You may encourage them to think of the relationship
between the words and the object they are associated with.
For example, the word thirst is associated with the soda
because people drink sodas when they are thirsty, that is,to
their thirst.
This word association activity also helps to establish the
topic of the reading as well as some of its details.
At this point, you can refer students to the Reading Strategy
for them to understand the purpose of the activity, which is
to activate previous knowledge about the topic by looking at
sets of related words and ideas, so they will understand that
reading is not a linear but an interactive activity in which the
more the reader knows, the easier it will be to read.
While-Reading
2. Read this text quickly. Then match the following
household items to the paragraphs they belong
to.
Students will develop the matching exercise in order to
determine what the paragraphs are about or the ideas they
contain which are important for the overall comprehension
of the reading. Tell students that skimming is used to
determine the general ideas of texts and paragraphs. You
can also connect the previous activity with this one, in the
sense that the vocabulary they came across before appears
in the paragraphs carrying important information. Ask
students the reasons for their matching.
(You may go back after reading and, based on each
paragraph, correct their associations in activity 1.)
35

Post-Reading activity
3. Go back to the text to answer these questions.
Once students are familiar with the ideas in each paragraph,
they can work on the details. Refer students to the Reading
Strategy, ask them to read it and explain to you what they
understand by it. Tell them it is important to ”zoom in“ on
Tell
them how wh-questions can help (as they look for details).
Pre-Writing
4. Label this encyclopedia entry.
ways. In the case of encyclopedia entries, the information
is divided into 5 parts. Ask what an encyclopedia entry is
for them to determine what type of information is usually
included in encyclopedia entries.
Then ask them to do the matching exercise. Tells students
of the object in the entry and the relevant information which
may include examples. Encyclopedia entries have pictures,
EXTRA IDEAS
You may bring some encyclopedia entries that have parts
missing so that students have to provide the missing
information regarding the inventor, the invention, or other
relevant data. Once they are familiar with the text, you
may have students work in groups. Give each group some
information regarding a particular inventor or invention.
based on the organization of the entry so that they organize
one entry, as a class.
Bill Gates (1955– ) Co-founder and chairman, Microsoft
Corporation
Bill Gates studied at Harvard University between 1973 and
1975. He left college to become the founder and chairman
computer programs, but later it developed other products,
such as Internet service. He has won several awards for
his excellence as a businessman and inventor. He left his
company to work with several associations that help the
underprivileged.
While-Writing
5. Write an encyclopedia entry about one of the
inventions or inventors presented in the unit.
Share your entry with the class.
Go to the Writing Strategy and ask students what they
understand by it. Talk to them about the importance of
following models. Point to each one of the parts of the
entry and show how each of them contributes to the
meaning of the overall text. Make sure students know how
to proceed to write their entries in terms of the information
they will include. Have students work in pairs to write their
encyclopedia entries. Provide them with assistance as
they require it. Finally, have them share their entries. Give
students the following checklist so that they make sure their
entry contains the most relevant information.
Yes No
event.
Yes No
My entry has relevant information and
examples.
Yes No
Makesurestudentshavethedataandthematerialtoprepare
their PowerPoint presentation. Have them rehearse their
presentations so that you have a chance to coach their oral
production. Remind students that encyclopedia entries are
a good model to structure and present information.
Make sure students have all the information regarding their
encyclopedia entries.
1536

Reading and Writing
StevenPaulJobs
3. Go back to the text to answer these questions.
a. Who improved the quality of light bulbs?
.
b.
.
c. Where did NikolaTesla patent the radio?
.
d. What did John Pemberton invent?
.
e. Why did Pemberton sell his drink?
.
d. A Croatian immigrant named Nikola Tesla patented the radio in the
toys and microwave ovens use waves to work properly.
e.
Pemberton’s French Wine Coca. Pemberton thought
his drink did not have the healing properties he
businessmen for them to sell as a drink to quench
He also addedthe phrase that
goes with every Coca-Cola advertisement.
• Determine the order of your interventions
and rehearse your presentations.
• Prepare a PowerPoint presentation
Project Stage 3
5. Write an encyclopedia entry about one of the inventions or inventors presented
in the unit. Share your entry with the class.
4. Label this encyclopedia entry.
a.
b.
c. Mention relevant information.
d. Name examples.
e.
Americancomputerdesigner
and businessman. Together
computer by introducing the
Apple computer in 1976.
He has developed other computer-related hardware
creations was the iPhone in 2007.
(relevant information)
(examples)
illustration
Writing Strategy
Follow model texts to complete
writing assignments.
Reading Strategy
quickly looking for words
and phrases (relevant
information) that answer
wh-questions (scanning).
Thomas Alva Edison improved it
a.
15
Because she needed to correct mistakes
He patented it in the United States
He invented a headache remedy (that later became Coca-Cola)
Because he thought it didn’t have the healing properties he envisioned
b.
c.
d.
e.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
37

Reflect on Values
Always Sometimes Never
I value other people’s creative ideas.
I believe in cooperative work.
I respect the fact that people think different.
Gap Activity
Student A goes to page 87.
Student B goes to page 89.
Lesson 4
AccidentalInventions
1. Read the following expressions and their meanings.
Listen to a radio program and match them.
Speaking Strategy
Integrate idiomatic expressions
into your daily vocabulary.
Key Expressions
Ring a bell: to remind one
of something
No biggie: not important
Monique:
to work?
Sandra and Martin:
(a) after all the trouble.
Monique: Who solved it then?
Martin: I must admit it. Sandra was (b)
it. She can do several things at a time. I have
. (c)
Sandra: It was no biggie. I (d) it after
reading the manual very carefully.
Monique: I told you guys that getting the phone to work
was not (e) at all.
Did you study
for the test?
You just need to get
wise to the material. I totally agree.
rocket science.
2. Complete the conversation among Sandra, Martin and Monique by using
the idioms above. Then listen and check.
a. to have a one-track mind 1. to be easy
b. to get wise to 2. to learn something one did not know
c. to have a light bulb moment 3. to be a leader of a project
d. to be the brains behind 4. to experience a sudden moment of inspiration
e. not to be rocket science 5. having the tendency to think about one thing only
3. Think of school-related experiences where you can use these idioms.
e
had a light bulb
moment
a
a one-track mind
16
c
b
d
the brains behind
rocket science
got wise to
38

Lesson 4
Planning
This lesson will
enable students
to use daily idioms
related to being
creative
Defines idiomatic expressions.
Uses idiomatic expressions in daily
conversations.
Gives an oral presentation.
Evaluates cooperative work.
Vocabulary
a light bulb moment
get wise to
the brains behind
Integrating idioms
into daily vocabulary
Have students read the title of the lesson. Ask them if
they know of any accidental inventions or give them some
example: (Alexander Fleming),
(William Perkin), (Henri Becquerel), (Leo
Baekeland).You can look these people up on the Internet to
PRESENTATION
1. Read the following expressions and their
meanings. Listen to a radio program and match
them.
Have students read the idioms and their meanings. Ask
them to try to match them by inferring. Ask students for
their answers to see their reasoning but do not tell them the
or correct their ideas. Use the information on the accidental
invention of Play-doh to review information questions.
PRACTICE
2. Complete the conversation among Sandra,
Martin and Monique by using the idioms above.
situations or problems they face. You may come up with
examples using some of the idioms. Then have students
tell them to share the answers with their classmates to
them role-play the dialog.
APPLICATION
3. Think of school-related experiences where you
can use these idioms.
Have students get together in pairs to think of school
situations in which they can apply the idioms studied.
Help them formulate some of the ideas, so that they can
get
wise to it by studying, reviewing and getting help. You can
Have students read the ideas about their values. Tell them
they felt these values were upheld. It is possible that there
were moments in which these values were not respected
a positive side to it, instead of starting blaming it on each
doing their work and how they solved the possible causes
nature of their answers.You may also encourage students to
talk about group work and its relationship with matters that
go beyond school life.
Gap Activity
Tell students that communication is a collaborative activity
and the aim is to bridge the gaps in conversations. There
is information about some inventions to ask about and
provide. Students need to ask information questions to
complete the information they don´t have.
39

Read the following ideas about working
collaboratively. Grade them in order of importance
from 1 (the most important) to 5 (the least).
Tell students that group work is fundamental to learning.
Tell them that the idea of the exercise is to learn from
each other and the experience of working together. The
activity is not intended to make people feel bad. Have them
complete the activities individually and then share their
about their agreements or disagreements. Then you can
add up their scores to see if there is some sort of tendency
in students when rating the items. This information can be
used to establish some possible patterns in the way students
responded to the group work experience.
Read the following information about the
Answer the questions that follow.
Ask students if they know of any online encyclopedias.
brief history of encyclopedias. Then they can share. Have
students go over the tips in Give your Presentation and
Useful Expressions and keep them in mind. Have them go
to their actual projects and see if they took these ideas
into consideration. Organize the groups so that they
proceed with their presentations. Tell students that this
is an oral production exercise that demands from them
a good command of ideas for the sake of clarity in their
presentations. You may suggest ways to go about the
presentations: alphabetical order, female inventors, male
inventors, or according to region: Europe, America, Latin
America.
Share Your Project
1740

ShareYourProject
Real Communication
2. Read the following information about the history of encyclopedias. Answer the questions
that follow.
1. Discuss your experience.
Read the following ideas about working collaboratively. Grade them in order of importance
from 1 (the most important) to 5 (the least).
participate actively listen to others help one another
take on responsibilities do the activities
Give your Presentation
• Present the invention or inventor you chose.
• Show your encyclopedia entry.
• Don’t forget to give everyday examples of the
impact of your inventor or invention.
Useful Expressions
•
•
•
The word comes from the Greek
language. It means “general knowledge.”
An encyclopedia is a collection of entries ordered
alphabetically.The oldest encyclopedia is
accredited to a historian called Pliny the Elder.
and concepts.
evolved as a collection of several volumes. In
such as history or literature.
a. Where does the word encyclopedia come from?
b. What does encyclopedia mean?
c. Did encyclopedias begin as a single book?
d. Did encyclopedias evolve?
17
The word comes from the Greek language.
It means general knowledge.
Yes, they began as a single book.
Yes, they evolved as a collection of
several volumes.
41

Why did you make
that block of ice?
I need you to go
to the bakery.
I want to
help my
mom real
some extra power to my skateboard.
I got all of
my mom’s
packages. I ran
all these errands
WATCH
It is really late
and my son is
not here yet.
I got stopped
by the police.
it by yourself.
Comic
JiffyJeff
1.
3. So, he used his toys to help his mom as quickly as he could.
4.
away with his creative solutions to things.
5.
2. He had creative ideas to do his duties quickly.
ice-block to cool things in
I need you to go
to the store and
but don’t go
there skating.
Read and listen.
1842

Comic
JiffyJeff
Read and listen. sed)
Give examples of the noun (very short time) in various
contexts and of the expression . Do the same with
the expression running errands. You can combine the ideas
above in expressions like:
Ask students if they help at home and how they do it.
Have students read the comic. Then answer the following
questions:
Once students have understood the meaning of the comic,
behavior.
At this point you may list some possible household chores
such as making the bed, running errands, doing the laundry,
orcleaning.Askstudentshowtheyfeelabouttheseactivities
and encourage them to give their opinions.
experiences with their parents in which they were required
to help at home and whether they succeeded or failed.
Finally, go over the moral of the story and discuss the
importance of using our talents creatively and responsibly.
43

Quiz Time
Tell students that the quiz is a moment for them to think
about how much they have learned. It is also a moment to
think of possible re-teaching activities in order to clarify
possible doubts.
1. Listen to the short biographical lecture about
George Eastman. Check the option that
completes each statement.
Tell students to read the questions and the possible answers
so that they can anticipate what the listening exercise will
be about. They can anticipate and answer based on the
wh-word used. Besides that, they will also be able to pay
audio twice and then check the answers.
2. Complete the following encyclopedia entry. Use
the correct verb form. Use the Word Bank.
Remind students about the purpose of the Word Bank: to
anticipate the words they will be required to use. They also
need to pay attention to the sentences since some of them
are negative.
3. Ask wh-questions for the following bits
of information about famous inventors
and inventions. Use the question word in
parentheses.
Tell students that they need to write the questions based
on the particular wh-word which is in parentheses. They
will need to apply their knowledge of how to structure
interrogative sentences.
Self- Evaluation
Have students read the Self-Evaluation chart. Tell them to
complete it and share the answers with their classmates
based on their performance along the unit. Tell students to
go back to their notebooks and activity books, so that they
have them exemplify the descriptors.
Glossary
Have students read the Glossary. Tell them to pay attention For example, they need to pay attention if the word is a
noun, a verb or an adjective. They also need to know if the
words have synonyms or antonyms.
1944

Self-Evaluation
Now I can... VeryWell A Little
talk about some breakthroughs in science and technology.
narrate past events.
determine the topic and details of a reading selection.
write an encyclopedia entry.
Quiz Time
1. Listen to this short biographical lecture about George Eastman.
Check the option that completes each statement.
a. Where did George Eastman live?
1. in the United States
2. in France
3. in Germany
b.
1
2.
3.
c. What did Eastman develop in 1888?
1.
2.
3.
d.
1. in 1888
2. in 1882
3. in 1892
3. Ask wh-questions for the following bits of information about famous inventors
and inventions. Use the question word in parentheses.
a. (Who)
b. (Where)
Wilhelm Roetgen discovered X-rays in his laboratory in Germany.
c. (What)
James Naismith invented the game of basketball.
d. (When)
Frank Henry Fleer invented bubble gum in 1906.
2. Complete the following encyclopedia entry. Use the correct verb form. Use the Word Bank.
Thomas Alva Edison
Thomas Edison did not (a) the light
bulb. He (b) a better light bulb and
(c)
neighborhoods and cities. Edison (d)
other inventions such as the phonograph and automatic
telegraphy. Edison (e) working on his
inventions until the day he died.
Word Bank
• continue
• make
• patent
• invent
• develop
invent
Who created the LEGO company?
19
developed
made
patented
continued
Where did Roetgen discover X-rays?
What did Naismith invent?
When did Fleer invent bubble gum?
45

A-E
braille: n. relief marks that blind
dots represent numbers and letters
blind: adj.
the sense of sight (ant. seeing).
breakthrough: n. an important
advance or discovery (syn.
The World
Wide Web became a breakthrough
technology.
co-worker: n. a person who works
with another in the same place.
discovery: n. the event of
discovering something.Thescientist
dynamite: n. explosive substance
especially for breaking rock.
electromagnetic: adj. showing
movement of positively and
negatively charged atoms.
envision: v.
esp. some future event (syn.
anticipate). He did not envision the
F-J
glucose test: n. assessment of
sugar amounts in the blood.
with diabetes take glucose tests at
home.
healing: adj. having the power to
infectious).
n. very short time (syn.
She got
K-O
launch: v. to begin executing a plan
or activity (syn. inaugurate).
motor car: n. a car propelled by an
engine.
P-Z
patent: v. to obtain a written proof
that grants exclusive rights of an
invention.
penicillin: n. a substance used as
antibiotic.
quench: v. to satisfy one’s thirst by
I
my thirst.
rocket: n. a vehicle used for
traveling or carrying things into
tube.
roommate: n. person who shares
a house or an apartment with
someone.
wave: n. the movement of some
forms of energy. The oven waves
heated our lunch.
Glossary
Colloquial Expressions
To be the brains behind: be the
leader of a project/plan.
To get wise to: become
knowledgeable about
something.
To have a light bulb moment:
have a moment of inspiration.
To have a one-track mind:
be able to work in one single
manner.
Not to be rocket science: not as
No biggie: not important.
To ring a bell: remind someone
of something.
To come across:
or someone by chance.
To be under one’s belt: in one’s
possession or experience.
2046

Unit 1
GlossaryActivities
1. Find eight words from Unit 1. 2. Write the category each word belongs to (n,
adj, adv, v.) and its synonym.
b l i n d o g a x o p
r a b c i j i f f y w
a d e f s h j l m n a
i o t p c r v n u p v
l p c s o w e b r a e
l v i o v u a t n t s
e i q u e n c h e e w
z j k u r q i a y n x
c s o d y n a m i t e
Word Synonym
breakthrough (n)
envision
healing
launch
quench
3. Label the following pictures.
4. Complete the following sentences with words and expressions from the glossary.
a. He his new invention at the science fair.
b.
c. I
d.
e.
e r s
c h
b
m c
patented
roommates
was the brains
breakthrough
jiffy
achievement
(v) anticipate
(adj) curative
(v) inaugurate
(adv) in a moment
(v) extinguish
o
u
i
t
o r
e
n
o a
-c k
n
d
r r
w
q
l
o
47

TravelandAdventure
UNIT
2
Listening
Can understand and
extract the essential
information from
short, recorded
passages delivered
slowly and clearly,
dealing with
predictable matters.
Catches the gist of a recorded text by associating
it to a corresponding graph.
Follows a text transcript to identify specific
words in a recording.
Understands the meaning of a number of
expressions present in a recorded text based on
the context in which they appear.
Identifies the chronological order of a number
of events, accounted for in a recorded text, by
paying attention to connectors of sequence and
time conjunctions.
Identifies details in a narrative by answering wh-
questions.
Reading
Can understand
short, simple texts
on concrete matters
which consist of high-
frequency words.
Can identify general
topics in a reading
as well as detailed
information by
applying reading
techniques such
as skimming and
scanning.
Uses vocabulary knowledge to aid reading
comprehension.
Uses words with similar meanings to summarize
information from a reading.
Answers wh-questions to help with
comprehension of details in a text.
Identifies the main elements of a narrative:
beginning, middle and end.
Oral
Expression
Can give a short
presentation on a
Gives an account of a vacation experience in the
form of a personal narrative.
Oral
Interaction
Can give or ask
for information on
general knowledge
topics.
Asks and answers questions about people´s
vacation activities.
Uses idiomatic expressions to talk about
traveling experiences.
Written
Can write clear and
well-structured
general information
texts.
Maps the events of a narrative into a story map.
Writes a personal narrative in his/her own words
by following a model.
2148

Discuss:
• Do you have happy vacation memories?
• Do you have vacation anecdotes?
• Do you know anyone who had an
extreme vacation experience?
TravelandAdventure
UNIT
2
General Objective
You will be able to narrate personal experiences.
Communication Goals
• narrate past experiences.
Topics
• Holiday Activities and Places
• ExtremeVacations
• Anecdotes and Unfortunate Happenings
Vocabulary
• Activities at recreational parks and beach
resorts
• Vocabulary related to personal experiences,
mishaps and accidents
Grammar
• Simple Past tense, Past Progressive tense,
There was/there were, Sequence connectors,
Time conjunctions
• Itchy feet
• Hit the road
• Hit the pedal to
the metal
• Live out of a suitcase
• Sunday driver
• Fit the bill
• I’m kidding you
Project
AVacation Narrative
You will work in groups to present a vacation
narrative.
49

m in the sea. e
on the beach. Pay little for
renting a yacht.
NatureTrails
Beach Resort Fisherman’s Lodge
Fun Camping
H on our trails.Take pictures
of our waterfalls. R your bike
to tour the park.
h in our beautiful
lake. Do e
surrounded by nature.
m near the city. Set
up your tent in the middle of
the forest.
Enjoy nature
without leaving
your life behind.
Enjoy nature
without leaving
your life behind.
1. Complete the following brochures with the corresponding words. Use the
pictures as clues.
2. Listen and select the picture that best matches the conversation. Then listen again to
complete the grammar chart.
Key Expressions
Fit the bill: satisfy expectations
Lesson 1
VacationTime
Reflect on Grammar
Therewas .
Therewere .
There wasn’t .
There weren’t any .
Was there ?
Yes, there was.
Were there ?
Yes, there were.
one bike trail
Vocabulary
Strategy
Learn new words by
playing with them.
camping sites.
trails and waterfalls
ride
swim
hike
camp
exercise
relax
22
w i
C a p
F i s
e x e r c i s
S R l a x
a gym.
i k e
i d e
50

Lesson 1
VacationTime
Planning
learners to learn basic
vocabulary about free
time activities and
venues and grammar
structures so that
they can exchange
information about
vacation activities in
the past.
Identifies the gist of a
recording by associating it to
the corresponding picture.
Identifies specific details from
a recording by completing
sentences and following the
audio script.
Describes places.
Describes vacation and leisure
activities.
Structures
There + be to express existence in the past.
Past Progressive to describe durative
vacation activities which were occurring at
a certain time or for some time in the past.
Vocabulary
ride, hike, swim, relax, exercise, camp,
forest, trail, waterfall, tour, park, camping
site, swimming pool, gym, sleep, take
pictures, trip, activities
Learning
new words
by playing
with them
Associating
words with
pictures
2. Listen and select the picture that best matches
the conversation. Then listen again to complete
the grammar chart.
Initially, ask students what words related to vacation and
recreational venues they would expect in the audio by
looking at the pictures. Then have them listen to gain a
general understanding of the audio. Next, tell them they are
going to listen to the same text again, but this time they are
the resort such as the existence of trails, waterfalls, a gym
or a swimming pool.You may play the audio and model the
of the audio again so that they decide which is the vacation
destination being described.
Once students select the advertisement corresponding
to the description, elicit some of the ideas and write them
on the board so that students have a head start when
completing the grammar chart. Play the audio several times
on Grammar chart. Check everybody has completed it
correctly. Repeat the audio once more if necessary. Explain
the use of there was/there were, and ask them to go to
exercise 3 to apply it and see if they actually understood.
3. Read and complete this brochure using there
was/were.
Tell students to look at the Nature Trails brochure, another
vacation destination. Ask why they think it is called Nature
Trails and if they would like to go there on vacation.
Have them read the text and tell you what they think the
recreational park has. Clarify that the text describes what
Show students pictures of famous vacation destinations you
thinktheymightknowsomethingabout.Askstudentswords
that describe these places. Give them some vocabulary
so that they match certain activities such as camping or
swimming with vacation destinations. Have an opinion poll
with the students in order to determine the activities they
are more familiar with or the activities they like doing on
vacation.
1. Complete the following brochures with the
corresponding words. Use the pictures as clues.
Tell students to look at the pictures and read the information
below each one of them. Then draw their attention to the
words that are illustrated with pictures. Make sure they
understand what those words mean by asking them to mime
the actions. Then say the words and ask them to repeat,
correcting pronunciation mistakes.
After that, ask them to say where they would do such or such
activity, for example: swim: beach resort; ride: nature trails.
Finally, ask them to work individually to match the words
with the vacation venues. Check answers as a whole class.
After that, refer students to the Vocabulary Strategy. Ask
someone to read it and explain to the class what he or she
understands. Propose to continue playing something like
hangman, miming or any other game.
51

PRESENTATION 3
4. Listen and match each person with the picture
described. Then complete the grammar chart
below.
Have student describe the four pictures by using there is/
there are or there was/were, telling them these pictures
depict past vacations. Tell them to save their information
for later. Divide the listening task between student A and B.
Student A will listen for the picture description and student
B will pay attention to the reasons people had for sharing
that particular picture.
their answers and share them.
Grammar chart by listening to the narrative again.
Give some extra examples of actions in the Past Progressive
form so that students have a better idea of this particular
tense. You may think of further practice activities such as
unscrambling sentences or completing a cloze text.
Explain to the students that this form is used when narrating
picture or over a period of time: I was setting up the tent.
Mark was riding his bike the whole time (among other uses).
the place used to be like and ask them to use the structure
there was/were to complete the paragraph.Then have them
complete the paragraph and read their answers. After that,
answers. Solve any possible sources of confusion.
5. Complete this phone call between Peter and
grandma about his family vacation.
Have students read the exercise silently. Ask them the Past
Progressive forms of the verbs for the paragraph. Have
students complete the assignment. Then call on several
pairs to role-play the dialog for the class.
Ask students to say which sentences mention something
time.
First, help students select their classmates for the project.
Then help them focus on ideas about a vacation narrative.
Suggest ways to formulate their ideas. Encourage students
Have students select the best stories based on the facts that
make them really interesting.
2352

4. Listen and match each person with the picture described. Then complete the grammar chart below.
Peter: Hello, grandma!This is Peter. I am calling you from Orlando.
Grandma: Hello, Peter. How was your trip to DisneyWorld?
Peter:Great!We arrivedat the hotel this morning; there were many attractions. I went straight
to the pool. I (swim) (a) most of the time.
Grandma: It is not surprising to me that you decided to swim all the time, you have always
loved the pool.What about your parents?
Peter: My parents were tired and went to bed.They (sleep) (b) all morning.
Grandma: I am sure they were exhausted after that long trip. And how is your sister?
Peter: My sister had her new camera with her, so she (take) (c) pictures all
over the place. When you phoned this afternoon, we (tour) (d) the hotel,
so we (answer) (e) the phone in our room at that moment. Mom (pick up)
(f) the phone when you hung up.
Grandma: Don’t worry. I understand you are full of fun activities to do. I hope you continue to
have a great time.
Peter: All right! I’ll call you tomorrow and let you know how this trip goes on. Bye, grandma.
Grandma: Bye, grandson.
NatureTrails is a recreational park that is changing for its visitors.
a swimming pool and houses in the
there is a gym where a tall building some years ago.
not any camping sites in the past. Today there are
clean waterfalls, safe camping areas and great hiking trails. It is
located very close to the small town of Altoona.
3. Read and complete this brochure using there was/were.
5. Complete this phone call between Peter and grandma about his family vacation.
1. Antonio
• Get into groups.Think of a vacation experience each one of you remembers well.
• Tell your story to your classmates and select the most interesting one.
E.g.When I was little, once we went to the beach.There was a hut and there were many giant umbrellas.
Project Stage 1
Reflect on Grammar
Past Progressive
Sub + was/were + verb + ING
Mark
His parents
Negative: Sub + wasn’t/ weren’t + verb + ING
Lucy
Her brothers
Interrogative: Was/were + Sub + verb + ING?
Was Antonio ?
Yes, he was.
Were Lucy’s parents ?
Yes, they were.
Key Expressions
I’m kidding you: I’m not being serious
There was
was riding his bike all the time.
was swimming
1
2. Lucy 3. Mark 4.
were sleeping
were touring
23
there were
there was
were hiking.
camping in the forest
exercising on the beach
was taking
were answering
was picking up
There were
4 3
2
53

4. Listen to Antonio’s story again and
complete the sentences. Use the
Word Bank. Then complete the
grammar chart on the next page.
a. we were really high up, I slipped and fell.
b. I broke my arm I crashed into a tree.
c. the paramedics arrived, I was shaking.
d. I was falling my sister was trying to get
hold of me.
a. The paramedics arrived 1. After that
b. We walked to the base of the rock 2.
c. I slipped and fell 3.
d. They took me to the hospital 4. A few minutes later
e. I crashed into a tree 5. Then
Listening Strategy
Pay attention to
sequence connectors
to determine the order
of events.
1. Label the pictures. Use the Word Bank. Then Listen to Antonio’s
narration and number the events chronologically.
Lesson 2
ExtremeVacation
2. Listen again and match the sentence with the sequence
connector used in the audio.
Word Bank
while when
Word Bank
a. climb a rock
b. crash into a tree
c. wait for the doctor
d. slip and fall
e. put a cast on
3. Summarize Antonio’s narration. Use
sequence connectors.
, when we were really high up, I
slipped and fell. At that moment
my sister was trying to get hold
of me but I dragged her down.
, they took me to the hospital, so
here I am waiting for the doctor
to see if it is OK now.
, we walked to the base of the
rock and started climbing.
1
climb a rock
When
4
24
5
wait for the doctor slip and fall crash into a tree
Then
when
When
while
Finally
First
put a cast on
2 3 4
4
2
5
3
1
54

Lesson 2
ExtremeVacation
Planning
learners to share a
personal narrative
about a vacation
event, providing
the event mentioned.
Connects events in
a narrative using
connectors of sequence.
Narrates a story using
conjunctions of time.
Summarizes a story.
Structures
Time conjunctions when and while
Sequence connectors
at the beginning, later, after that, at that
moment
Vocabulary
climb, crash, slip, fall, cast, high up, get
hold, break, drag down, shake, paramedics
Listening for
specific words
Bring pictures of verbs that are used to describe accidents
such as: fall, crash, hit, break, slip. Have students help you
create a short story with these verbs
1. Label the pictures. Use the Word Bank. Then
Listen to Antonio’s narration and number the
events chronologically.
Have students look at the pictures. Elicit some of the actions
in the pictures. Have them predict which phrase goes with
which picture. Then ask them to listen to the narration with
their books closed. After that, have them open their books,
listen again and match the pictures with the phrases in the
Word Bank.Then check their answers.
2. Listen again and match the sentence with the
sequence connector used in the audio.
Have students listen to the audio again so that this time they
match the connector of sequence with the corresponding
activity. Refer them to the Listening Strategy. Tell students
that a narrative has a beginning, middle and end, which are
signaledusingcertainwords.Showstudentssomeexamples.
You may use some everyday life examples to guide students
into selecting the best connectors for narratives.
3. Summarize Antonio’s narration. Use sequence
connectors.
Ask students to listen to Antonios’s narration again and
write it down as a whole paragraph. Then have them see
how the beginning, the middle and the end of the story are
signaled by using sequence connectors. Finally, have them
use a sequence connector for each sentence in the book so
that they realize which one summarizes which part of the
narrative’s macrostructure.
55

4. Listen to Antonio’s story again and complete
the sentences. Use the Word Bank. Then
complete the grammar chart on the next page.
Regarding the narrative’s microstructure, it is necessary that
students realize that sentences also need to be somehow
linked to make up a coherent whole.
Have students listen to the story again and focus on the use
of when and while in the case of the sentences in the book.
might be. Have them write down their hypotheses for later
Grammar chart based on the sentences in the audio. Discuss
their answers and provide some other examples of the use
of when and while. Make sure they understand that when is
used to establish some sort of interruption of an event and
while to talk about parallel actions.
5. Complete Antonio’s account of his story.
students to work on the paragraph that follows. This is a
very important step in order to put into practice what they
have just learned. You may ask some questions to check
comprehension using the connectors. Make sure they
understand why they must use either when or while plus
the corresponding second sentence in each microstructure
(if needed), and/or sequence connectors, as in the case of
sentence e.
6. Talk to a partner about a mishap. Use
sequence connectors, the past tenses and time
conjunctions
For students to have the opportunity to do extra practice,
you may ask them to plan their dialogs before they get
together to share them.
and connectors of sequence, that is, to have an appropriate
macrostructure as well as an adequate microstructure.
Once students get in pairs, monitor to encourage the use of
English in their stories. Listen to the students and rephrase
what they say using conjunctions and discourse markers to
connect ideas. You may also help students clarify whether
the actions they are talking about are more appropiate to
either Simple Past or Past Progressive.
Once students have decided on a particular narrative, they
need to determine a time frame so that their story has
coherence and cohesion. This is a good opportunity for the
teacher to circulate among the groups to help them interact
in English. Students need to pay close attention to the
sequence of events in their narrative.
2556

Use conjunctions to join two sentences.
Reflect on Grammar
6. Talk to a partner about a mishap. Use sequence connectors, the past tenses and time conjunctions.
5. Complete Antonio’s account of his story.
It was a sunny morning on the last day of my camping trip. The accident happened
(a). We were really high up (b) I slipped and fell. I was falling
(c). I dragged her down with me. I broke my arm
(d) (e)
the paramedics arrived. I was in pain all that night.The next day I felt much better, and the doctors sent me home.
I will need some physiotherapy for a few weeks.
Sequence connectors
Use sequence connectors to
show chronological order.
Beginning
•
•
Middle
•
•
End
•
•
I was falling my sister was
trying to get hold of me.
When
While
The accident happened we
started climbing a rock.
I was shaking the paramedics
arrived.
Use “while” when two durative actions occur in a parallel way.
Use “when” when one action follows the next one almost
immediately or when an action is happening for a longer
period of time and another one happens and “interrupts” it.
•
relating the key events in the story within a time frame.
• Use sequence connectors and time conjunctions to link the events
in the narrative.
Project Stage 2
E.g.We were relaxing at the beach
when we saw some people run to
the water.
At the beginning…
while…
At that moment…
when…
After that…
At the end…
…
when…
Then…
while…
Later…
…
when
when we started
climbing a rock
25
when
then
a few minutes later
when
when A few minutes later
while my sister was trying to get hold of me
while
57

3. Answer the following questions about the sequence of events in the story.
a. What happened when some kids walked very fast?
b. What happened when two students took a shortcut?
c. What were the authorities doing while the group was walking back to the hotel?
d. What was the group doing when the phone rang?
e. What were the missing students doing while the police were searching for them?
a. Region means:
1. area
2. city
3. park
b. Adventurous means:
1. audacious
2. timid
3. generous
c. Shortcut means:
1. road
2. trail
3. shorter route
d. Lost means:
1. found the way
2. missed the way
3. on the way
e. Search means:
1. exploration
2. lose
3. call
f. Scared means:
1. happy
2. sad
3. frightened
Reading
Strategy
Use words with
similar meanings
to demonstrate
comprehension.
Reading
Strategy
Recombine your
knowledge of
vocabulary and
grammar to identify
details in the text.
Lesson 3
AdventureTales
1. Locate the following places in these pictures.
2. Read the text and identify the meaning of the words in red.
Agroupofschoolstudentstookatourof
a natural park for their summer vacation.The
tour guide knew the trails of the region very
well. In the afternoon, he invited the school
kids to join him in an adventurous hike to a
waterfall. The kids’ screams of excitement
how to begin the trail and continue the climb
to the waterfall. Some kids walked really
fast when they reached a barbed-wire fence.
One girl had a cut on her arm, so a teacher
had to go back to the town with this girl to
see a doctor. Then two other students took
a shortcut and ended up lost, so the guide
cancelled the trip to the waterfall to start the
search along with the
local police for these
two students. In the
evening,theauthorities
were looking for the
two students while
the group was walking
back to the hotel.Three
hours later, while the
group was watching a video of the waterfall,
the phone rang. They had found the missing
for the kids while they were trying to set up a
tent in the forest; it was midnight. They were
Word Bank
1. barbed-wire fence
2. trail
3. town
4. waterfall
a b c d
They reached a barbed-wire fence.
26
2 1 3 4
They ended up lost.
The authorities were looking for the missing students.
The group was watching a video of the waterfall.
They were trying to set up a tent.
58

Lesson 3
AdventureTales
Planning
Goals Indicators
Vocabulary and
Structures
Strategies
This lesson will
enable students to
develop their reading
comprehension by
identifying words with
similar meanings.
Students will be able
to write a narrative
divided into its main
components: beginning,
middle and end.
Works out meaning from
context and establishes
semantic similarity with
synonyms.
Identifies details in a
narrative text.
Identifies details in a
sequence of events
through a set of wh-
questions.
Summarizes a story using
synonyms.
Vocabulary
region, shortcut, search,
lost, adventurous,
search, scared, tour
guide, join, screams of
excitement, barbed-
wire fence, cut,
waterfall, look for, walk,
watch, rang, missing,
tired
Recombining knowledge of
grammar and vocabulary to aid
reading comprehension
Using words with similar
meaning to demonstrate
comprehension
Mapping the events of a story
into a narrative map in terms of
beginning, middle and end
Summarizing with paraphrases
Mapping events in a story
WARM UP
them that in each series there should be two words that are
synonymous.Give them one example.Then have them work
individually. At the end of the dictation have students share
their answers. Clarify any doubts regarding their choice of
words. Make sure you include words that have appeared
in the previous lessons and words that will be part of the
reading.
Pre-Reading
1. Locate the following places in these pictures.
Have students match the words with the pictures by
placing a number in each circle. Make sure they understand
these words as they are central for comprehension of the
reading.Tell them to predict what the reading will be about,
connecting the words corresponding to the pictures into a
possible story.
While-Reading
2. Read the text and identify the meaning of the
words in red.
in red. This activity is intended to help students exploit the
context to understand better and to be able to express their
meaninginEnglish.Sometimestheymayrequireadictionary
to look up the meanings of certain words, but at other
times they may work with word associations. You may ask
students for the meaning of the entire sentence associated
with the synonym they chose so that they actually exploit
the context. Tell students to solve the vocabulary activity
and discuss the reasons for their answers.
Post-Reading
3. Answer the following questions about the
sequence of events in the story.
Have students go back to the reading and establish the
events in the story. Have them number the events. Discuss
with them the order of the events and have them describe
the sequence. You may encourage them to use when and
while as well as other sequence words in order to piece
togetherthenarrative.Thentellthemtosolvethequestions.
If students are interested in drawing, you can ask them to
illustrate the story. You may also ask them for the possible
reasons students might have gotten confused about the
order.
Work with students to rephrase the content of the story
to check both their understanding and establishing the
sequence of events.
Tell students to go back to the vocabulary activity in the
reading. Have them look at the synonyms that match the
red words from the reading. Tell them to complete the
paragraph using some of the words.
4. Use synonyms to complete the summary of the
reading in a few ideas.
Tell students to go back to the vocabulary activity in the
reading. Have them look at the synonyms that matched
the red words from the reading. Tell them to complete the
paragraph using some of the words.
59

Pre-Writing
5. The two students gave their report to the police.
Unscramble their report to determine the
beginning (B), middle (M), and end (E) of their
personal narrative.
Before they solve activity 5, students have to go back to
the reading. They will establish the parts of the narrative in
terms of its beginning, middle and end.Then have them read
the students’ account of the event so that they organize it
according to the structure of a narrative.Tell students to pay
attention to the conjunctions when and while.
EXTRA IDEAS
Jigsaw Reading
Bring some sample narratives divided in three parts:
beginning, middle and end.Tell students that each group will
have a part of the story.Once they are familiar with their part,
they circulate among other groups so that they are able to
piece the story together.This is a highly collaborative project,
so it requires careful preparation and commitment on part
of both teachers and students. Students will reconvene as a
group for instructions on this particular activity.Then they will
be paired up to share a particular narrative using the langauge
clues suggested in the book.
While-Writing
Have students think of a narrative of an everyday event.Tell
them to frame it into a beginning, middle and end.You can
tell them, for instance, to think of their every day journey to
school or a weekend activity.
Tell students to add a complication to their narrative so that
it becomes unsual and worth narrating.
6. Look at the following pictures of a travel mishap.
Fill in the blanks to complete it. Then follow the
model to write, in your own words, a personal
narrative.
Have students order the pictures from 1 to 3 according to a
narrativetextwithabeginning,middleandend.Studentswill
tell the story in their own words. Make sure you provide key
vocabulary that will appear in the text. Next have students
some students read their paragraphs so that the rest of their
Project Stage
The exercise above is a very good lead in for this stage of
the project. Make sure students know their stories. At this
point, you may tell the group to divide their assignment into
the parts of the narrative so that each member gets to read
either the beginning, the middle or the end of the story.
2760

Reading and Writing
5. The two students gave their report to the police. Unscramble their report to determine the
beginning (B), middle (M), and end (E) of their personal narrative.
(B)
(M)
(E)
One morning my friend and I (swim) (a) in a lake
when he (get) (b) a cramp in a leg, so he didn’t feel well.
I (ask) (c) for help when he (can) n’t (d) swim any more.
We (sit) (e) at the shore when our coach (arrive) (f).
(massage) (g) his leg and he (get) (h) well soon.
That afternoon my friend and I (not swim) (i) anymore and we (go) (j)
back home.
Beginning
Middle
End
•
• Present your narrative to your classmates.
Project Stage 3
Writing Strategy
Map the events in a
narrative to a story map.
Beginning: setting
Middle:
End: resolution
6. Look at the following pictures of a travel mishap. Fill in the blanks to complete it. Then follow the
model to write, in your own words, a personal narration.
We tried to go back, but we did
not find our group. We were
setting up our tent when the
police arrived. We walked for a
few minutes when we realized
the group was not behind us
anymore. We were walking ahead
of the group when we saw a
sign indicating the way to the
waterfall. We were scared and did
not know where to go.
We were walking ahead of the group when we
saw a sign indicating the way to the waterfall.
4. Use synonyms to complete the summary of the reading in a few ideas.
Agroupofstudentstoureda(n) (a)ofanaturalpark.Theywereinan (b)
hike when two students took a(n) (c) and (d) in the forest. Police
(e)
night.They were (f).
area
were swimming
frightened
asked
massaged
27
We walked for a few minutes when we realized
audacious
missed the wayshorter route
exploration
the group was not behind us anymore. We tried
scared and did not know where to go.
We were setting up our tent when the police
arrived.
got
could
arrivedsat
got
went
61

Lesson 4
TravelingMishaps
1. Look at the pictures and read the expressions in the Word Bank. Write the number of the
expression under the corresponding picture.
I can live out of
a suitcase… When I knew about
our trip, I was ready
to hit the road.
Reflect on Values
I value other people’s life experiences.
I feel sympathy for other people’s misfortunes.
I am willing to share personal experiences.
Gap Activity
4. Get in pairs and share how you feel about traveling. Use the idioms from this lesson.
3. Read and fill in the gaps with idioms from the previous exercise.
Word Bank
1. To have itchy feet 2. To hit the road 3. To live out of a suitcase
4. To be a Sunday driver 5. To hit the pedal to the metal
2. Now listen to a short conversation and write the idioms in front of their definitions.
a. to enjoy traveling
b. to be an inexperienced driver
c. to go fast when driving a vehicle
d. to begin a trip or travel
e. to be ready to travel
Conversation 1
Mark: What were you doing yesterday morning?
I was taking my driving lessons. I think I’m ready.
Mark:That’s what you think.You are now a
. It takes time to be able to
Conversation 2
Antonio: School is over. I’m ready to
Mark: Really?Where are you going?
Antonio: I don’t know yet. But you know I
a b c d e
Sunday driver
28
3 2 1 4 5
to live out of a suitcase
to be a Sunday driver
to hit the pedal to the metal
to hit the road
to have itchy feet
to hit the road
have itchy feet.hit the pedal to the metal.
62

Planning
students to use daily
idiomatic expressions
related to traveling in their
own dialogues and give
oral presentations.
Identifies the meaning of
idioms.
Uses idioms in daily
conversations.
Vocabulary
to have itchy feet
to hit the road
to live out of a suitcase
to be a Sunday driver
to hit the pedal to the metal
Associating new
expressions to
images
Make an opinion poll on people’s ideas about traveling. Ask
students if they like traveling and how frequently they do it.
You may also ask them about drivers in their cities.
PRESENTATION
1. Look at the pictures and read the expressions
in the Word Bank. Write the number of the
expression under the corresponding picture.
Ask students to describe the pictures. Have them guess
what sort of idiomatic expression they suggest. Have
students read the idiomatic expressions and their meanings.
Ask them about some of the individual word meanings and
correct their ideas.
2. Now listen to a short conversation and write the
idioms in front of their definitions.
they understood the idioms. Have students tell you what
each one of the participants said in the conversations. You
may even write their ideas on the board.
PRACTICE
3. Read and fill in the gaps with idioms from the
previous exercise.
Have students read the dialogs and determine the most
suitable idiom. Discuss their answers. Have them role-play
the conversations. Tell them that it is preparation for the
following activities in which they will have to create their
own conversations.
4. Get in pairs and share how you feel about
traveling. Use the idioms from this lesson.
Have students get together in pairs to prepare an everyday
life situation in which they can use the idioms learned in
the unit. List the situations and give them prompts to start
possible dialogs. Encourage them to rehearse the situation
This is a good moment to look at some contents from the
perspective of values. You may show students situations
where people show their solidarity with those who are
having problems with their trips or travel arrangements.
Take each statement. Make sure they know what each one
of them means. Give them an example of an everyday life
situation in which they see the idea in practice. Ask them to
provide you with some similar examples.
Gap Activity
The purpose of the activity is for the students to talk about
vacation activities based on some pictures they describe to
days.Give students an example of the type of language they
will be using to exchange their ideas.
EXTRA IDEAS
Search the Internet for story arts or story telling links that will
give you interesting ideas for your class.
Lesson 4
TravelingMishaps
63

from 1 the most important to 5 the least. Be ready
to support your answers.
Tell students that group work is fundamental for learning.
Tell them that the idea of the exercise is to learn from each
other and the experience of working together. The activity
is not intended to make people feel bad or create any
animosity. Have them complete the activities individually
and then share their answers with their partners. You
disagreements. Then you can add up their scores to see if
there is some sort of tendency in students rating the items.
This information can be used for future class projects in
which there is cooperative work.
Then answer true (T) or false (F) accordingly.
Read a personal narrative in front of the class. Have students
establish the structure in terms of the beginning, middle and
end of the narrative. Ask them what each part of the story
is about. Then tell them to read the short paragraph and
complete the exercise. It is important to remind students
about the texts they will be asked to produce in order to
This genre may include: anecdotes, personal experiences,
short stories and even jokes.
The oral production standards for the B1 level in the
Common European Framework require from students the
ability to narrate short stories using some connectors.
Share Your Project
2964

Real Communication
• Present your personal narrative.
• Support it with appropriate visual aids.
• Don’t forget to use sequence connectors
and time conjunctions.
• Ask questions to your classmates to see
if they understand what you are saying.
Useful Expressions
• This happened to me when…Then…
• When I was…The next day/morning…
• That day/that night… In the morning/in the afternoon…
• I was… while…
2. Read the definition of personal narratives. Then answer true (T) or false (F) accordingly.
A personal narrative is a story connected through a series of events. It has three parts: beginning, middle,
and end.The beginning contains the starting events followed by a problem or complicating situation in
the middle.The end has the solution to the problem or the resolution of the complicating situation.
ShareYourProject
Read the following ideas about working collaboratively. Grade them in order of importance from
1 the most important to 5 the least. Be ready to support your answers.
participate actively
listen to others
help one another
take on responsibilities
do the activities
3. Share your personal narrative.
Make sure your story is about a personal experience.
Clearly determine the beginning, middle and end of the story.
Review the use of time markers to show the sequence of events.
a. A personal narrative has a series of unrelated events. ( )
b. A personal narrative generally has four parts. ( )
c. The beginning contains a complicating situation. ( )
d. The middle has the solution to the problem. ( )
e. The end of the narrative has a solution to the story. ( )
F
29
Answers may vary.
F
F
F
T
65

Game
TravelandAdventureTrivia
10
What can you do here?
10
What place is this?
10
How many bikers are
there in the picture?
10
Where can you see
these two characters?
20
What activity can you do
here that requires a boat?
20
What is this?
20
Describe the picture as
accurately as possible.
20
In what famous park you
30
What is this sport
called?
30
What place does this
sign lead you to?
30
Ask two questions
about this picture.
30
40
What sport is Michael
Phelps really famous in?
40
What place does this
sign show?
40
Mention two of the
places displayed in
these park signs.
40
What are Erie, Huron,
Superior, Michigan and
Ontario?
BONUS
50
What activity do
tourists do all the time?
BONUS
50
What place did Robin
Hood live in?
BONUS
50
Describe one park in
your region or country.
BONUS
50
What is Serengeti?
Make groups of three and play.
• You need a dice, your book and teamwork spirit.
• Advance and answer the question in each square. Pick up the points if your answer is right.
3066

Game
TravelandAdventureTrivia
Have students describe the pictures on the board game. Provide vocabulary for students to practice and
a few sample questions and answers in order to clarify the outcomes of the tasks.
ACTIVITY PLACES DESCRIPTIONS FAMOUS LOCATIONS
10
Swim
10
A trail
10
Four
10
At Disneyworld
20
Sailing
20
A barbed-wire fence
20
There are many people on
the beach. Some people
are swimming.
20
InYosemite, USA.
30
Parkour
(free jumping from wall to
30
A waterfall
20
Is there a boat on the lake?
Are there people?
30
In Canada
40
In swimming
40
A camping site
40
There is a camping area.
There is a parking lot.
40
They are lakes.
BONUS
50
Sightseeing
BONUS
50
In a forest
BONUS
50
Answers may vary.
BONUS
50
A National Park in
Tanzania.
67

Quiz Time
possible doubts.
1. Use there was/were to complete the
following dialogs. d
Tell students to read the questions (on the left) and the
possible answers (on the right) so that they can anticipate
the content of each sentence and are able to write complete
using there was/were.
Have students read the Self-Evaluation chart. Tell them to
complete it and share the answers with their classmates
based on their performance during the unit and the Quiz
Time.Tellstudentstogobacktotheirnotebooksandactivity
their ideas and have them exemplify the descriptors.
2. Listen to a personal narrative about a travel
mishap.
Then check the option that best completes each
statement.
Tell students to read the wh-questions with all the possible
answers so that they anticipate the content of the listening
exercise. You can also remind students to pay attention to
the information that each one of the wh-questions requires.
Remind students that one of the standards in the unit has
on information questions such as where, when, who or why.
3. Complete the paragraph sentences using the
Simple Past tense or the Past Progressive
tense.
Remind students about the use of the Simple Past Vs. the
Past Progressive and the type of actions expressed by each
tense.Showthemagaintheemphasisoninterruptedactions
using when or parallel events using while.
Tell such as where, when, who or why.
to re such as where, when, who or why.
Glossary
HavestudentsreadtheGlossary.Tellthemtopayattentionto
they need
to pay attention if the word is a noun, a verb or an adjective.
They also need to know if the words have synonyms or
antonyms.
about the words, students can solve the Glossary Activities
on page 94.
3168

3. Complete the paragraph sentences using the Simple Past tense or the Past
Progressive tense.
(a) and hurt my elbow. I did
not go to the hospital, and my elbow (b) bigger. My parents
(c) me to the hospital when they (d) me in
pain. I sat in bed while my brothers and sisters (e) on the beach.
a. Where did the family travel for
vacation?
1.To Jamaica
2.To Barbados
3.To Panama
b. What were the kids doing while the
parents were at the pool?
1.The kids were playing in the room.
2.The kids were riding their bikes.
3.The kids were touring the hotel
c. What were the children doing when a
woman screamed?
1.They were showering.
2.They were playing videogames.
3.They were running around.
d. What happened when the woman was
making her bed?
1.A snake came out of a pillow.
2.A snake slid down her sheets.
3.A snake was crawling on the
Self-Evaluation
Now I can… VeryWell OK A Little
Talk about travel destinations and experiences.
Narrate past events.
Show the sequence of events in a personal narrative.
Write a personal narrative.
Quiz Time
1. Use there was/were to complete the following dialogs.
a.
?
Lucy:Yes, there was a swimming pool
at the hotel.
b. Mark:
?
Lucy: No, there weren’t.We did not
have tours.
c. Antonio:Was there a lake at the hotel? Mark:Yes,
.
d. Lucy:Were there many tourists on the
beach?
No,
.
e. Mark:
?
Yes, there were some waterfalls at
the park.
2. Listen to a personal narrative about a travel mishap. Then check the
option that best completes each statement.
(fell /was falling)
(got/ was getting)
(took/ were taking) (saw/ were seeing)
(played/ were playing)
Was there a swimming pool at
the hotel?
fell
31
Were there any tours?
there was a lake at the hotel
Were there some waterfalls at
on the beach.
the park?
got
took saw
were playing
69

To hit the road: to begin a trip or
travel.
To hit the pedal to the metal: to
go fast when driving a vehicle.
To have itchy feet: to enjoy
traveling.
To live out of a suitcase: to be
ready to travel.
To be a Sunday driver: to be an
inexperienced driver.
to satisfy
expectations.
I’m kidding you: I’m not
being serious.
A-E
adventurous: adj. willing to take
risks(syn.bold,daring).Theexplorer
lived an adventurous life.
barbed-wire fence: n. fence with
points intended to give protection.
camp: v. to set up a tent to sleep
outdoors. We camped out last
night.
drag: v. to pull something with
force (syn. pull, haul). She dragged
began.
excursion: n. a journey people
usually take for pleasure, a short
trip.
exotic: adj. strange but appealing
(syn. foreign, unusual, ant. native).
garden.
F-J
forest: n. an area of land covered
with trees and bushes (syn. groove,
wood).
gymnasium: n. place where people
Glossary
hike: v. to take a long walk in
the countryside for recreational
purposes. They hiked in the
wilderness.
hurt: v. to cause physical pain or
injure (syn. wound). He hurt his
knee in the accident usually make
for pleasure.
K-O
lake:n.anareaofwatersurrounded
by land. It usually contains fresh
water.
physiotherapy: n. the use of
exercise to treat physical illnesses.
P-Z
relax: v. to become less active;
to decrease one’s activities to a
lesser level (syn. loosen, ease, ant.
tighten, tense).
ride: v. to travel on and control a
vehicle, animal or bike.
search: v. to look into, to explore
by examining (syn. investigate,
inspect).
slip: v. to fall by sliding quickly or
accidentally.
sorround: v. to be all around, to
enclose in all ways (syn. encircle).
tent: n. a shelter made of cloth or
plastic.
tour: v. to visit places, to go
sightseeing.
waterfall: n. water falling from
high places.
shortcut: n. a shorter route to a
destination.
yacht: n. a large, private boat.
32
9
70

1. Solve the crossword puzzle.
Unit 2
GlossaryActivities
2. Write the words that match the definitions.
a.
b.
c.
d.
e.
3. Complete the following paragraph with the words from the glossary that
match the following definitions.
Across
5. the use of exercise to treat
Down
1.
2.
3.
4.
6.
1
2 3
4
6
5
a.
b.
c.
d. To have a long walk in the
e.
(a)
to (b)
(c). Some scouts were climbing a tree when
one of them (d)
(e) some other with her.
94
e
s x w
l o a
i t t c
p h y s i o t h e r a p y
c o r m
u f p
r a
l
l
surround
barbed-wire fence
lake
excursion
hike
tent
slipped
dragged
hurt
shortcut
71

Unit 2
TestTrainingA
Tell students that part of their studies in English is to prepare
themselves to take English tests in order to show how much
they have learned. These tests have some questions about
the language skills (listening, speaking, reading and writing)
andalsolookattheirknowledgeofgrammarandvocabulary.
Tell students that this preparation requires students to
become familiar with the types of activities in which they
will demonstrate their knowledge. Show students the parts
of the test. Tell them how they are supposed to answer to
each one of the test sections.
Listening
Listen to a short conversation twice. There are five
answer.
Tell students to pay attention to the content of the activity.
They need to be aware of what they are listening out for: a
place, a person, an object or even a quantity.
203372

Listening
Listentoashortconversationtwice.Therearefivequestions.Forquestions
Example:
0.Thewomanwentonvacationtoahistoric
ABC
1.Thetownwaslocatedin
ABC
2.Shevisitedalocal
ABC
Answers
0ABC
ABC
ABC
ABC
ABC
ABC
TestTrainingA
3.Thefamousinventionofthetowninventorwasa
A
A
BC
4.Didthewomantryit?
5.Thewomanbought
ABC
B
C
Yes,shedid.
No,shedidn’t.
Shehaddoubts.
73

Reading
Readthetextbelow.Selectthecorrectformoftheverbforeachspace.Markthe
LastsummerI(0)myholidayswhenmyfather(6)meto
gotoKenya.Itwasoneofhisregularbusinesstrips,soIthoughtIwasnotgoingtolike
Africaatall.However,we(7)onasafarianditwasamazing.Thedayof
thesafari,I(8)readywhiledadandhisfriends(9)stories
abouttheunexpectedthingstoencounter.Someoftheiraccountswerehorriblestoriesof
animalsattackingotherswhilepeople(10)picturesofthewildmoment.
Aherdofzebras(11)waterfromashallowpondwhilemanycrocodiles
(12)forapossiblevictim.Whenourvehiclecametooclosetothezebras,
oneofthem(13)scaredandranpreciselyinthemiddleofthecrocodiles.A
bigcrocgrabbeditbyitslegsandwouldnotletitgo.Thezebrafoughtforitslifeforsome
minutesandwasabouttogiveupwhenabighippo(14)fromnowhereand
hitthecrocodilereallyhard.Thecroc(15)thezebra.
0.AwereenjoyingBenjoyedCwasenjoying
6.AinviteBinvitedCwasinviting
7.AgoBwentCweregoing
8.AwasgettingBgotCweregetting
9.AtellBwastellingCweretelling
10.AtakeBwastakingCweretaking
11.AdrinkBdrankCwasdrinking
12.AwerewaitingBwaitedCwaswaiting
13.AgetBgotCwasgetting
14.AappearBappearedCwasappearing
15.AreleaseBreleasedCwasreleasing
SpeakingCandidateA
YouvisitedNatureTrailsNationalParkonyourlastvacation.Answeryourpartner’squestionsbasedonthe
picturesoncardNo.1.Thenaskyourpartnerwhathe/shedidonhis/herlastvacation.UsecardNo.2tohelp
youaskthequestions.
NatureTrailsNationalParkCardno.1
Wheredidyougoonvacation?
What/do?Who/gowith?Didyou…?
Wastherea…?Werethereany…?
Didyouhaveanyincident?
Places:trail/waterfall/lake
Cardno.2
Answers
0ABC
6ABC
7ABC
8ABC
9ABC
10ABC
11ABC
12ABC
13ABC
14ABC
15ABC
wasenjoying
Writing
Writeapersonalnarrativeaboutavacationincidentyouhad.
CherokeeNationalParkCardno.1
Wheredidyougoonvacation?
What/do?Who/gowith?Didyou…?
Wastherea…?Werethereany…?
Didyouhaveanyincident?
Places:trail/waterfall/lake
Cardno.2
Write
•howeverythingbegan
•whathappened
•howtheincidentended
Writebetween30and45words.
SpeakingCandidateB
YouvisitedCherokeeNationalParkonyourlastvacation.Askyourpartnerquestionsbasedoncardno.2to
knowabouthis/herlastvacationtrip.Thenansweryourpartner’squestionstellinghimwhatyoudidonyour
lastvacation.Giveyouranswersbasedoncardno.1.
3474

Reading
Read the text below. Select the correct form of the
verb for each space. Mark the best option (A, B, C)
for each space.
Remind students to follow the sequence of activities in
actions occurring in paralle.
Writing
Write a personal narrative about an incident on
vacation that happened to you.
For this activity students are asked to write a narrative.They
are guided on how to structure it following the beginning,
middle and end structure.
Speaking
Tell students that the purpose of the task is to ask and
answer questions based on their last vacation. Remind them
that they need to elaborate on their answers, so they have to
be ready to provide some sort of short narrative.
75

Hobbies,LeisureandEntertainment
UNIT
3
Listening
Can understand and
extract the essential
information from
short, recorded
passages, delivered
slowly and clearly,
dealing with
predictable matters.
Listens for specific information.
Follows a text transcript to identify specific
words in a recording.
Transfers information from a passage into a
chart.
Follows speakers turn-taking in conversations.
Reading
Can understand
short, simple texts on
matters of a concrete
type which consist of
high-frequency words.
Can establish the
structure of a reading
paragraph in terms
of main ideas and
supporting ideas and/
or examples.
Uses vocabulary knowledge to aid reading
comprehension.
Determines main ideas and supporting
information, such as examples.
Uses the dictionary to find meanings of new
words.
Identifies discourse markers that establish the
relationship among ideas in paragraphs.
Oral
Expression
Can give or ask
for information on
general knowledge
topics.
Asks and answers questions about people´s
hobbies and leisure activities.
Uses idiomatic expressions to talk about free
time activities.
Oral
Interaction
Can give a short
presentation on a
Gives a presentation about a hobby or favorite
pastime.
Written
Can write clear and
well-structured
texts about general
information.
Writes a suggestion for a hobby, based on a
student’s profile.
3576

Hobbies,LeisureandEntertainment
UNIT
3
Discuss:
• Do you have a hobby?
• How much do you know about it?
• Can you advise your friends about how to begin and
keep on developing a hobby?
• Do you belong to a group of people with that hobby?
You will be able to discuss hobbies and free time
activities.
• talk about hobbies and leisure activities.
• express agreement or disagreement
about controversial topics.
• talk about rules, express advice and
emphatic opinions.
• determine main ideas, supporting
information and examples in a reading.
Topics
• Leisure Activities
• Commitment in Leisure Activities
• Feeling Alive
Vocabulary
• Words related to hobbies, leisure activities and
entertainment
Grammar
• Imperative Mode
• Modals: obligation, advice, emphatic opinions
• To blow away the
cobwebs
• To be the life and
soul of a party
• 24/7
• What are you up to?
• To make a big thing of
something
• To be in full swing
• To be in one’s element
•
• Don’t get me wrong.
Project
A Scrapbook
You will work in groups to do a scrapbook
presentation of a hobby.
77

Vocabulary
Strategy
Look up new
words in the
dictionary to
identify their
meanings and
learn their
pronunciation.
Lesson 1
Hobbies
Word Bank
plasticine coin
jewelry breakdance
Coversation 1
A:What are you up to these days, Mike?
B: I joined a academy. I really
like it.
A:There is nothing like good music.
B: I completely agree with you.
Conversation 2
C: Do you have any hobbies?
D: I do. I belong to a making
workshop.You can make some money
making earrings and rings.
C: Really, how much are we talking about?
D:
Conversation 3
E:What’s collecting really like?
F: It is really interesting. In my opinion, you
get to know a lot about a country when
you look at its coins and bills.
Conversation 4
G:What are you doing these days, Lisa?
H: I am making models 24/7.
modeling is so absorbing.
G: Aren’t you just playing with that?
H: Not at all.You should know a bit more
about this activity.
G: I think you are right. How should I start?
3. Listen to a radio talk show about the Do’s and Don’ts of some hobbies and complete the
information. Then complete the grammar chart on page 37.
Hobby Do’s Don’ts
• Ballet
dancing
Ask your teacher about your
steps.
• Jewelry
making on wooden surfaces.
• Craft
making of your project.
• Stamp
collecting in your albums.
• Plasticine
modeling
of your
models before using plasticine.
2. Use the dictionary to find the meanings of the words on the left. Then complete each list.
Hobbies
, , dancing
, , collecting
, , making
, , modeling
Key Expressions
What are you up to?What are you doing?
entry word /pronunciation/
type of word.
1. 2.
Example.
ballet /bae’lei/ n. 1. Dancing
used to perform a story
without words or singing. 2.
A form of artistic dance. He is
a ballet dancer.
candle
cap
clay
coin
craft
jewelry
plane
plasticine
stamp
salsa hip hop ballet
Key Expressions
24/7: around the
Breakdance
breakdance
cap
craft
clay
36
Coin
coin
Jewerly
jewelry
Plasticine
Plasticine
cap
Save your designs.
Expose them to extreme
Don’t start more than one
Don’t stop practicing
temperatures.
project.
your steps.
Always make a draft
Don’t place your products
Don’t put dirty stampsJoin a local club.
Draw color pictures
coin
jewerly candle
planeplasticine
78

Lesson 1
Hobbies
Planning
Goal Indicators Vocabulary and Structures Strategies
This lesson will
enable learners
to exchange
information
about hobbies,
leisure activities
and forms of
entertainment.
Identifies specific
details from a
recording.
Mentions
important tips to
take up a hobby.
Uses the imperative
in affirmative and
negative form.
Structures
Compound words:
ballet dancing, jewelry making, craft making, stamp
collecting, plasticine modelling
Imperative forms
base form + complement
don´t + base form + complement
Vocabulary
ask about, make, join, put, place, keep, bring, wear,
dress up, belt, crowd, stage, ballet dancing, coin
collecting, jewelry making, plasticine modeling
Looking up
new words in
a dictionary to
identify their
meanings and
learn their
pronunciation
Bring a list of ten hobbies that are common in people’s
one hobby in the class.You have to be ready to explain the
general ideas about each hobby. Make sure you emphasize
the (noun+verb) combination to give students exposure
to the language they are going to learn in the lesson. You
may also work on a categorization of hobbies that are for
children, teenagers and adults.
1. Label the pictures. Use the Word Bank. Then
complete these conversations.
Have students look at the pictures. Ask them about the
hobbies that are shown in each one of the pictures. Have
them look at the key words so that they are able to complete
the dialogs. Have students read the dialogs. Ask them
questions to check comprehension about each one of them.
You may also ask them how they feel about each hobby and
which one they would prefer. Have students role-play the
dialogs.
PRACTICE
2. Use the dictionary to find the meanings of the
words on the left. Then complete each list.
Use a dictionary to model how to look up a dictionary
entry, paying attention to aspects such as the phonetics,
the meanings and the examples. Have students look up the
ballet to see if their dictionary entries
provide more information on the hobby. The underlying
idea is that they are able to group the new vocabulary into
categories, so that you can work on the two vocabulary
learning strategies: looking up words and grouping.
Draw a grid on the board with some verbs in their base form.
Have students associate nouns with some of these verbs so
that they are introduced to the idea of compounds.
DO
homework
MAKE
pizza
PLAY
guitar
RIDE
bicycle
may ask them to give you some details from their dictionary
entries.
EXTRA IDEAS
You may play a game with dictionaries. You select three
students to come to the front of the class. Each one of them
a word, but only one of them will look up the right
the other two will be wrong. Once the rest of the class listens
need to be similar. If the word is a verb, they all have to look
up an action instead of objects or other things.
79

3. Listen to a radio talk show about the Dos and
Don’ts of some hobbies and complete the
information. Then complete the grammar chart
on page 37.
Ask students if they understand the idea of do’s and don’ts
for a particular activity. Give some examples. Tell students
that they will be listening to a radio program. The host is
talking to some guests about their hobbies. The guests
give some information about their hobbies that people
need to consider if they wish to take up one of them. Some
chart divides the information into the do’s and don’ts. You
may write the information on the board so that you start
directing their attention towards the use of the imperative
Have them listen to the audio several times so that they are
able to complete the chart. Ask students some questions
to check comprehension, to see if they understood the do’s
and don’ts for the hobbies.
PRACTICE
Students are given grammar charts with sample sentences
from the dialogs or the readings so that they are able to see
that the grammar is associated to language samples that
they listen to, read and say. The sample ideas help students
understand that grammar is systematic, yet they also have
encounter in their lives.
on Grammar chart. Have students come up with examples
from their everyday lives. They may talk about some of the
do’s and don’ts of school life or even their own families.
4. Read the conversation. Then look up the words
in bold in the dictionary. Write their meanings
and pronunciation. Listen to check.
Bring a list of activities that concert goers would adhere to.
For instance, you could say: if you are going to a concert, you
may bring your dad or your mom. Make a list of some of the
most common ones. Have students think of activities that
are more suitable for either adults or teenagers.
Students will now proceed to do the vocabulary activity.
Remind them of all the information that dictionary entries
provide, such as the pronunciation of the word, the part of
speech and examples of sentences.
PRACTICE
5. Now complete the list of Do’s and Don’ts to
attend concerts.
Tell students to associate some verbs with some of the
card: like, have, show, etc.Then have students complete the
exercise on the do’s and don’ts of concert going.
APPLICATION
6. Have a conversation with a partner about the
dos and don’ts of a hobby.
Use the hobbies on page 36 and have students suggest
activities that may match the dos and don’ts of a particular
activity. Tell students to prepare the scripts of their dialogs.
Help them with vocabulary and/or ideas to complete it
properly.
First,helpstudentsselecttheirclassmatesfortheproject.For
this particular project, students need to use their creativity
to design a scrapbook. Have students think of their talents
as idea givers, writers or designers.Once they are working in
groups, help them focus on ideas about a scrapbook. Have
the format, they must agree on the type of book or album
they want to design for their presentation. Encourage
the possible contents in their books.
3780

• Get together with your friends. Agree on a hobby you want to present to your class in a scrapbook.
• Select the type of album or book you want to design to make your scrapbook.
E.g. In my opinion, guitar lessons are great.
Project Stage 1
Reflect on Grammar
your teacher about your steps.
a draft of your project.
a local club of stamp collectors.
dirty stamps in your albums.
your products on wooden surfaces.
practicing your steps.
the form of the verb without .
To make negative sentences in the imperative, use
before the .
4. Read the conversation. Then look up the words in bold in the dictionary. Write their
meaning and pronunciation. Listen to check.
Do’s and Don’ts to Attend Concerts
comfortable clothes.
your distance from the
crowd.
the nearest exit.
for the concert.
bags or belts.
in the middle of trouble if there is a
when the artists come up on stage.
Nicole:
Mike: I can’t believe it. Any ideas to have in mind?
Nicole:Yes, I have a couple of ideas that are
really useful. First, always bring an ID with you.
Wear comfortable clothes, but do not dress up
for the concert. Don’t take bags or belts either.
Something else, keep your distance from the
crowd. Don’t run when the artists come up on
stage. Don’t stay in the middle of trouble if there
exit
in case of a human stampede.
Mike:
6. Have a conversation with a partner about the do’s and don’ts of a hobby.
5. Now complete the list of Do’s and Don’ts to attend concerts.
What are the do’s and
don’ts of jewelry making?
with similar interests. I
think you should...
Don’t putAsk
37
Draw
Join
Bring Don’t
Don’t
Don’t
Don’t
dress up
dress up
belt exit
stage
crowd
take
stay
run
Wear
Keep
Locate
Don’t
Don’t
don’t verb
place
stop
to
81

Lesson 2
FatherandSon
1. Label the pictures. Use the Word Bank.
2. Mike’s father is telling him about his new leisure activity. Read and listen
to the dialog. Then complete the grammar chart below.
Father: Guess what, son?
Mike:What is it, dad?
Father: I’m thinking of creating my Facebook
Mike:
an email to create a Facebook account.You
know that, don’t you?
Father: I do. And I must have contacts as my
on Facebook?
Mike: Dad, you should not have your family
as friends. Facebook is a social network.You
must have your own social connections. In
my opinion, Facebook must be for groups of
friends, hopefully of the same age.You mustn’t
be friends with your children on the Internet.
Father: I disagree. Facebook does not have
rules about online friendships. What should I
do then?
Mike: Dad, don’t get me wrong.You should
Internet. How about my aunts and uncles?
You should invite your friends from work.
Father:Anyway, one thing is the Internet and
Facebook, and another thing is my real world.
You are my real world. I must interact with
you here, at home.Virtual relations can be so
ephemeral.
Mike:
Reflect on Grammar
ModalVerbs have no S for the third person singular and are followed by the to.They can have
It expresses obligation based on
external circumstances or rules.
You an email to
create a Facebook account.
It expresses an emphatic point of view
based on the speaker’s opinion.
I contacts as my “friends.”
It is used to give advice.
You your
friends from work.
Negative
It expresses absence of rules.
You so
strict about social network rules.
It expresses prohibition or emphatic point
of view.
You friends with your
children on the Internet.
It is used to give advice.
You
your family as friends.
Interrogative
It asks about rules.
Do have an email?
It asks whether something is necessary.
you friends with your
children on the Internet?
It is used to ask for advice.
What I then?
Word
Bank
friends
email
social network
Key Expressions
Don’t get me
wrong. Don’t
misunderstand me.
38
have to have
don’t have to be
I have to
email social network friends
must have
musntn’t be
shouldn’t
should
Must be
do
82

Lesson 2
FatherandSon
Planning
This lesson will
enable learners
to express
advice and
obligation, as
well as to give
opinions.
Expresses advice
and opinions in oral
interactions.
Expresses obligation,
advice and emphatic
opinions in written texts
with the use of modal
verbs.
Structures
Vocabulary
rules, friendship, virtual, real
Looking
words
up in a
dictionary
Ask students about the do’s and don’ts of social networks.
Write their ideas on the board so that you can review the use
of the imperative.Ask if they think it is okay for parents to be
involved in these activities.
Have students label the pictures. Ask them what each word
that follows. Ask them to predict how these words will be
used in the dialog especially since the title of the lesson is
“Father and Son”.
2. Mike’s father is telling him about his new leisure
activity. Read and listen to the dialog. Then
complete the grammar chart below.
Ask students some questions to check their comprehension
of the dialog: What did the father do? What does the son
think about his father’s new project?What word of advice does
the son give to his father?What do you think of this situation?
Who is right?
Discuss with them which sentences express advice,
obligation or emphatic point of view, based on the context.
Have them role-play the dialog. Explain to the students
that one of the uses of modality in English is to show the
speaker’s attitude towards what he or she is saying. In this
case, the modal expressions with must, have to and should
have a particular intention. Tell students to complete the
Discuss with the students the particular meanings of each
one of the examples in the chart.
83

PRACTICE
3. Unscramble the words and complete the
following sentences.
Tell students to unscramble the sentences. Give them an
example. Make sure they understand the sentence structure
for ideas with should, have to and must. For example, should
and must are not followed by the preposition to. Have
students formulate them in questions and negative forms.
You can also think of similar situations and ask questions
for them to answer. For example, you can think of being a
sports fan.You can give them ideas such as: Should I buy the
team’s jersey?
4. Match the situations on the left with their
corresponding comments on the right. Look up
the unknown words in a dictionary.
Tell students that the choice of modals has to do with
the context in which they appear. You may ask students
in which circumstances advice, obligations or rules and
emphatic ideas are likely to be expressed. Have them think
of situations in their lives, inside and outside of school.Then
ask students if they belong to any organization or if they are
members of a library. Ask them about these organizations’
rules so that they express them with have to for instance.
You may also ask them about the procedures to join them.
In this case you are more oriented towards the use of should.
them the reason for their choice.Then have them complete
the exercise. Talk to students about the reasons for their
choices.
5. Fill in the gaps with the verb forms have to, must
or should.
Ask students about the requirements for a person who is
looking for a job. For instance, you may think of professions
such as watchmen, janitors, etc. Have students think of job
related activities that are compulsory or optional. Explain
to them the idea of emphatic opinions using must.Then ask
them to complete the exercise.
APPLICATION
6. Talk to your partner about some of the following
hobbies.
possibilites for them to structure their ideas. Tell students
that they are ready to create their own conversations using
should,must,andhavetorelatedtohobbies.Havethemthink
of one of the hobbies and start creating their conversations.
You may walk around and sit with the groups to be the
language coach, in the sense of providing students with the
beginning or helping with the development of the dialog.
Make sure you encourage them to use the expressions for
either agreement or disagreement.
Tell students to write their ideas about the hobby they will
present. Tell them to establish some sort of categorization
to organize their ideas. For example, they can think of
things that are obligatory for the hobby and the things that
are optional.
3984

The Sports Club is looking for a swimming instructor with a lot of experience. In the job description, the candidate
(a) (b)
(c)
include some letters of reference, but they are not obligatory.The job interviews are in a week, so you
(d) apply now because they are receiving applications just until Friday.
Useful Expressions
• I think… • In my opinion… • I don’t agree
• I disagree… • I don’t think… • Don’t get me wrong…
• Write some strong opinions on what people have to do.You can also
give some advice on how to start the hobby.
• Don’t forget to use graphs in your scrapbook.You can also use realia.
E.g. You should go to the local karate club.
Project Stage 2
3. Unscramble the words and complete the following sentences.
a. join/a/should/collector/a/club/coin/local/./
b. stamps/dirty/collector/must/not/a/place/album/in/his or her/stamp/./
c.
d. must/not/give/information/on/the/Internet/too/you/much/personal/./
4. Match the situations on the left with their corresponding comments on the right. Look up the
unknown words in a dictionary.
a. I want to join the book club at the library.
b. He wants to participate in the ballet
production next summer.
c. Melissa is in the dance club and wants
to begin guitar lessons now.
1. She should stick to one hobby.
2. You have to get your library card
3. He must work really hard to be in
5. Fill in the gaps with the verb forms have to, must or should.
You must be an
expert to cook for
other people.
In my opinion,
you should begin
with some simple
dishes.
6. Talk to your partner about some of the following hobbies.
photography
cooking
hiking
videogames
reading
(advice)
(emphatic opinion)
(rule)(rule)
A coin collector should join a local club.
A stamp collector
Collectors don’t have to
You
39
has to has to
should
must
must not place dirty stamps in his or her album.
must not give too much personal information on the Internet.
c
a
b
85

Reading Strategy
Use dictionaries to help
words that are essential
in a reading passage.
Lesson 3
ChoiceandCommitment
1. Answer these questions before you read.
a. Do you have a hobby? What is it?
b. Do you like karate and taekwondo? Why?
c. What is a Sudoku? What are the rules for Sudoku?
2. Read the definitions and find in the text the bold words that you
consider matches each one. Then go to the dictionary to confirm
your answers.
3. Read and listen.
1. activities people do to spend their free time creatively
2. in a sincere manner
3.
4. a list of activities and the times they are programmed
5. discipline, doing something in a disciplined way
6. word games to test people’s mental abilities
7. people beyond their middle age
Hobbies
Hobbies are activities people do to
use their free time creatively. Hobbies
are not a matter of age; some hobbies
are for young people, but there are
others for adults and even seniors.
Nevertheless, hobbies are a matter of
choice and commitment. You should
consider your interests when you select
a hobby. That is, you must think that
the hobby of your choice matches the
type of activities you do in your free
time anyway. Another aspect in hobby
choosing is the dedication you require
for a particular activity. For example,
some hobbies require very little time,
but for others you should have a very
concrete schedule of practice.
If you like physical activities, try martial
arts. They are a series of disciplines
around physical body training and
martial arts mainly for recreational
purposes these days. However, if you
are truly committed to a particular type
of martial arts, you have to attend an
academy regularly to advance in your
training. Karate and taekwondo
are very popular among
young people because they
demand a lot of energy. Karate
practitioners, for instance,
have to have training in kicks
and punches for self-defense.
Taekwondo athletes have to have
resistance by breaking wooden panels
or bricks. Both karate and taekwondo
athletes show their progress by
competing for some color belts from
white for beginners to black for experts.
If you are into mental activities, go for
puzzles, Sudoku or perhaps the Rubik’s
Cube. Puzzles, for instance, help
people develop word skills. Sudoku
are mathematical games to increase
logical thinking. In addition, they
promote problem solving skills in
people.The Rubik’sCube provides
a challenging problem solving
experience when people try to
piece together a colored cube
in the fewest moves possible.
puzzles
seniors
40
truly
punches
schedule
commitment
86

Lesson 3
ChoiceandCommitment
Planning
This lesson will
enable students
to determine
main ideas,
supporting details
and/or examples
in texts.
Determines
details and/or
examples that
help develop
the main idea in
a paragraph.
Vocabulary
hobbies, truly, punches, schedule, commitment,
puzzles, seniors, creatively, age, consider, match,
demand, kick, training, self-defense, wooden
panels, bricks, resistance, skills, logical, challenging,
piece together
Using a dictionary to
help figure out the
meanings of new or
difficult vocabulary
WARM UP
Ask students what they consider as important when taking
up a new hobby. Give them some clues such as time and
dedication.Then write up a particular hobby students have.
Tell them to list activities that are optional or obligatory.
After this, mention hobbies such as: karate, taekwondo
or puzzles. Ask students how much freedom or dedication
these hobbies imply.
Pre-Reading
1. Answer these questions before you read.
Tell students to answer the questions and share their
answers with their peers. Discuss some of the students’
answers so that you progressively lead them to the reading
about choice and commitment. Ask students if they feel a
students what the title of the reading suggests. Record their
after the reading.
2. Read the definitions and find in the text the bold
word that you consider matches each one. Then
go to the dictionary to confirm your answers.
Students will go to the text and look at the words in bold.
You can ask them if they know what they mean. Then have
them work on the exercise to match the word with the
their ideas.You can tell students to associate the words they
know now with either physical and mental activities which
will help them anticipate the reading content.
While-Reading
3. Read and listen. (books closed)
Tell students to close their books to listen to the reading.You
can ask them some general questions to try to see how much
they understood. You can tell students to pay attention to
the ideas containing the vocabulary they already learned.
The second time they listen to the text, they can follow
the ideas more precisely so that they are ready to answer
the exercise that follows. Ask students if they predicted
corrrectly.
Books open
You may also have students do the reading out loud in order
87

Post-Reading
4. Look back at the reading and find some
supporting ideas or examples associated with
the main ideas below.
in particular ways. In the case of a narrative, for example,
events are divided into beginning, middle and end. In
the case of an expository text, the ideas try to achieve a
purpose, like in this reading where there are some main ideas
supported by details and/or examples. You can tell them that
they may draw a main idea map with the title on top of the
map. Starting with title they can dissect the reading content
for each paragraph. Each paragraph will have an idea that is
supported with additional information and/or examples.You
can get them started by providing them the general outline
of the main idea map:
Students will now go to the chart and establish the main
ideas and the supporting information.
5. The reading contains some words and phrases
the writer uses to support his ideas. Take an
example from the reading that matches the
following connecting ideas.
Tell students that a main idea map allows us to establish
the connections among paragraphs. However, there are
some words that connect ideas in paragraphs based on a
particular relationship such as: addition, example, contrast or
explanation. Tell students to recognize some of these words.
Then tell them to go to the reading and verify the ideas that
these words are linking.
Pre-Writing / While-Writing
6. Read these people’s profiles. Select one of them
and write a piece of advice for a hobby.
Tell students that writing is a process that is very much
related to reading. The idea is that they need to show that
their ideas are structured. For example, they need to think
of a hobby that they feel is right for each person based on
students also need to decide whether their ideas are advice,
rules or obligations, in order to use the corresponding modal
verb. You can tell students to visualize their writing on a
draft.Ask students to do some thinking about the ideas they
to draft their ideas. You may select some of the students’
sample writings to talk about the organization of ideas.
Project Stage
Tell students to prepare their ideas about the hobby. They
account of the hobby.
Definition of hobbies and criteria to
choose them
Physical activities…
Mental activities…
HOBBIES
FOR
EVERYONE
4188

Reading and Writing
4. Look back at the reading and find some supporting ideas or examples associated with the main
ideas below.
• Think of practical examples on the importance of
a hobby.You can also give supporting information
on the hobby by providing the rules. Design your
scrapbook by using relevant illustrations and
pictures. Rehearse your presentation.
E.g. Karate helps you exercise all your body. For
example, you use your arms and legs. But, in order to
do karate, you have to...
Project Stage 3
Main Ideas Supporting Ideas / Examples
Another aspect in hobby
choosing is the dedication you
require for a particular activity.
• Some hobbies require very little time.
• For others you should have a very concrete schedule of practice.
Karate and taekwondo are
very popular among young
people because they demand a
lot of energy.
• Karate practitioners
•
resistance by breaking wooden panels or bricks.
• Karate and taekwondo athletes
If you are into mental
activities, go for puzzles,
Sudoku or perhaps the Rubik’s
Cube.
• Puzzles
• Sudoku
• The Rubik’s cube
Dear ,
You should try .
In my opinion,
Moreover,
if you want to
you have to .
Joseph, 14. He
likes team sports.
He also enjoys
meeting people.
Ana, 15. She likes
indoor activities.
She is a one-track
mind kind of person.
Julie, 16. She likes
arts and movies.
She does not enjoy
physical activities
very much.
6. Read these people’s profiles. Select one of them and write a piece of advice for a hobby.
5. The reading contains some words and phrases the writer uses to support his ideas. Take an
example from the reading that matches the following connecting ideas.
Examples Contrast Addition Explanation
• For example
•
• Nevertheless
• • •
• Moreover
•
• That is
41
For instance In additionYetHoweverBut
Answers may vary.
help people develop words skills.
are mathematical games to increase logical thinking.
Taekwondo athletes have to have training in
show progress by competing for some
provides a challenging problem solving experience when
color belts from white for beginners to black for experts.
people try to piece together a colored cube in the fewest moves possible.
89

Reflect on Values
I value other people’s hobbies and interests.
I think it is important to use free time creatively.
I am willing to share personal experiences.
Gap Activity
StudentA goes to page 88.
Lesson 4
FeelingAlive
a. Blow away the cobwebs! Join
us for nice trails and renew yourself. Fortify your
d. Don’t make a big thing of your inexperience. Learn
to make delicious gourmet sandwiches out of a few
e. Be the life and soul of the party the next time
you meet your friends. Entertain them with our
town’s history. Get all the facts that make our
b. feel in their element
after attending our courses. Many of them are so
good that they compete with experts without a
c. Learn to move your body to the rhythm of this
traditional Argentine dance that is in full swing
these days.
Hobbies
Cooking club Museum Excursions
SwimmingAcademy
The Hiking Club
1. Match the ads with the hobbies.
2. Match the idioms on the left with their definitions on the right.
a. to blow away the cobwebs
b. to make a big thing of something
c. to be in full swing
d. to be /feel in one’s element
e. to be the life and soul of the party
to be the most amusing and interesting person in an event
to be at the busiest, liveliest or most successful moment
to make changes in one’s life to feel better
to do something very well and enjoy doing it
to behave as if something more important than were it actually is
3. Work in pairs. Look at the pictures and make a dialogue for each place using the idioms in this
lesson.
My dad and I decided to
blow away the cobwebs,
so we went camping and…
We did, too. My dad
invited me and my
brothers to go hiking
in order to blow away
the cobwebs.You
know, being on the
Internet all the time
42
e
d
b
a
e
c
c
a
d
b
90

Lesson 4
FeelingAlive
Planning
students to use daily idioms
related to hobbies, leisure
and entertainment in oral
exchanges, and to give an
oral presentation with the
support of a scrapbook.
Finds out the meaning of
idioms.
Uses idioms in personalized
conversations.
Gives an oral presentation
with the help of visual aids.
Vocabulary
to be in full swing
to be the life and soul of the party
to be/feel in one´s element
to blow away cobwebs
to make a big thing of something
Associating
idiomatic
expressions
to a
particular
context
from work or study. Ask them about places such as gyms or
cinemas.You can talk about the most popular activities.You
may say that these activities make people feel alive.
PRESENTATION
1. Match the ads with the hobbies.
Tell students about messages in advertisements and
advertisement. Then they will do the rest. Ask students
about the reasons for their choices. Go into the meaning of
each advertisement.Tell them to do to the next activity with
the idioms that they already learned.
2. Match the idioms on the left with their
definitions on the right.
Give students a series of life situations where these
idiomatic expressions are likely to appear. You may bring
being stressed out, so that students will know more about
the contexts in which to use the idioms. Then select one
idiom and have students give its corresponding meaning.
PRACTICE
3. Work in pairs. Look at the pictures and make a
dialogue for each place using the idioms in this
lesson.
This activity is a follow up of the previous one.This time help
students think of the situations the pictures suggest so that
they can create their own dialogs. You can ask students to
draw their own pictures, illustrating the meanings of the
idioms.They need to include people´s conversations and use
the style of a cartoon or a comic strip.
Tell students to classify the types of activities they do in their
free time. You can think of ideas such as: sports, puzzles,
ideas about each one of these activities. It is important
various hobbies. Encourage them to share some of their
personal experiences about the activities they do in their
free time.
Gap Activity
Tell students that the purpose of the activity is further oral
practice by creating dialogs.
Tell students to divide their roles as eitherA or B.
Ask them questions about the activities at the sports centre.
Tellthemthatsomeofthemarerulessotheywillexpressthese
ruleswithhaveto.Thereisalsosomeadviceforwhichtheywill
use should. Model a possible dialog with one or two students.
Then have students work in pairs. Join the conversations as a
third member so that students stay focused on the task.
91

from 1, the most important, to 5, the least. Be
ready to support your answers.
Tell students that group work is fundamental to learning.
Tell them that the idea of the exercise is to learn from each
other and have the experience of working together. Have
them complete the activities individually and then share
talk about their agreements or disagreements.Then you can
add up the scores to see if there is some sort of tendency in
students rating the items. This information can be used for
future class projects in which there is cooperative work.You
work and how they need to do their best, to comply with the
descriptors of cooperative work, such as: listening to others
or taking responsibility.
Have students read the text silently. Make sure the
presentation includes the aspects considered in the reading.
Have students summarize the key ideas in each paragraph
to verify their reading comprehension.
Complete the following chart with the Do’s
Ask students to think of the information that they require
to complete the chart. Ask them where they will place it,
depending on whether it is a do or a don’t.Tell students
communication contained in the Give your Presentation
box. They need to understand that language information
moves, such as Think of the main ideas about your hobby, has
a direct relation with the useful expressions. For example,
“X” is an interesting hobby because you can learn about…
Share Your Project
4392

2. Scrapbook Presentations
scrapbook is a visual product. It is an album or book in which you paste images about facts you consider
relevant.You can make a chronological scrapbook if you decide to divide it into periods of your life, or into
Think of an interesting title. Next, you have to establish a good sequence for the contents so that the viewers
follow a logical sequence.A scrapbook mustn’t have much text.They do not require much explanation.
You can create a physical scrapbook or a digital one. If you go for the digital one, scan the images that you
feel will help you remember the text when you are giving the presentation.To present your scrapbook
you can use a design program or do a PowerPoint presentation. But, if you go for the physical scrapbook,
you just have to show it to your class.
Useful Expressions
• We think “X” is a good hobby. You have to…
• You must… Don’t …
• You should… In our opinion…
• Think of the main ideas about your hobby.
• Be emphatic about the importance of the hobby.
• Provide some advice on how to start the hobby.
ShareYourProject
1.
from 1, the most important, to 5, the least. Be ready to support your answers.
3. Complete the following chart with the Do’s and Don’ts of scrapbook designing.
DO’S AND DON’TS OF SCRAPBOOK DESIGN
DO’S DON’TS
Real Comunication
43
• Pay close attention on how to
design them.
• Find clear illustrations to
decorate each page.
• Think of an interesting title.
• Establish a good sequence for
the contents.
• Scan images…
• Use a design program…
• Don’t write much text.
• Don’t give much explanation.
93

Comic
FreeTimeTogetherRead and listen.
is a weekend trip with us. Let’s go
...and Merry Christmas to all.Your presents are all around
It’s a book, a cuisine book.
They know I love cooking.
Collecting
stamps is so
It’s a very old
book of stamps.
Mary, open your present.
Let us see what you got.
Do you like our
new van?
wonderful idea.
Thanks mom,
thanks dad.
Thanks granddad,
thanks grandma.
1. Mathew is reading aChristmas letter from
grandpa and grandma to his children and
wife.They sent each one a present.
2.Grandpa and grandma
sent Mary a present.
3.And then they go into the studio to look for the second gift.
Sarah knows there can’t be a better present for her.
5.Grandpa and grandma also sent Sarah a
present.They know she loves collecting stamps.
7. But their present
is not the van.
8. Finally, they share some time together.
4.Then they go to Mathew and Mary’s room. Now, it was Mathew’s turn.
It’s a tool box.
6. Now, everybody, go to the
another gift for everybody.
Now you, Phillip.What did they send you?
Grandpa knows plane
modelling is my hobby.
4494

Comic
FreeTimeTogether
Read and listen.e d)
Have students list some of the most common Christmas
presents people usually get: what children get, what
teenagers get and what adults get, as well as senior citizens
like their grandparents. List some of the presents on the
board. Ask students if they ever got a book or a toy to
assemble or put together. Ask them if they have ever had
to look for their presents because they had been hidden.Tell
them to open the book. Ask them to describe the situations
in comic. Ask some questions to check comprehension. Ask
students if they have ever had anything similar happen in
their families at Christmas or during any other celebration.
Encourage them to share what their families do as traditions
on this special occasion.
95

Quiz Time
possible doubts.
Remind students that they will be evaluated based on the
standards presented at the beginning of the unit.
1. Read the following paragraph and select the
verb in bold that best matches the content of
the message.
Tell students to read the whole paragraph without paying
attention to the verb forms. Once they understand what the
paragraph is about, have them look at the verb forms so that
they can choose the most appropriate one.
2. Read the following situations. Write a piece of
advice for each of these people.
Tell students to read the situations very carefully, so they are
able to write the best piece of advice for each person.
Tell students to think about the expressions. Have them look
at the verb forms so that they know the most appropriate
verb form to select.
Self- Evaluation
Have students read the Self-Evaluation chart. Tell them
to complete it and share the answers based on their
performance along the unit with their classmates. Tell
students to go back to their notebooks and activity books
goals.
have them exemplify the descriptors. Go back to the
beginning of the unit and check the standards, and talk to
the students to see how well they achieved the goals or if it
is necessary to do more practice.
Glossary
Tell students to go to the Glossary and read it. Once they
particular words or the synonyms and antonyms of some of
them. Once you have given them this preparation, tell them
to solve the glossary activities on their own. For the glossary
one, you time students so that they complete the exercise as
fast as they can. In the second activity, you can tell students
to solve the activity within a set time, but this time they have
to tell you where in the unit these words appeared. In the
on their own and determine if they are close to dictionary
entries. For activity 4, you can challenge them to modify
words so that they change their categories. For instance, the
adjective absorbing can change to the verb absorb.
4596

Self-Evaluation
Now I can... VeryWell A Little
Talk about hobbies and leisure activities.
Express personal opinions on controversial issues.
Determine main ideas, supporting information and examples in a
reading.
Talk about rules, express advice and emphatic opinions.
Quiz Time
1. Read the following paragraph and select the verb in bold that best
matches the content of the message.
2. Read the following situations. Write a piece of advice for each of these people.
Finding online friends is more common than meeting them on the
street. However, young people must / mustn’t (a) pay attention to
these online friendships. Here is a short list of things you need to /
don’t need to (b) be careful about when you meet a person online.
Be / Don’t be (c) real, but be / don’t be (d) careful. People who tell lies
have problems later on. Talk / Don’t talk (e) too much about yourself.
Express / Don’t express (f) so openly your ideas about topics such as
politics or religion; they can be tricky.
A friend started guitar lessons, but she did not like
them. She needs to tell her parents.They paid for
the entire course in advance.Your friend is more into
outdoor activities such as hiking.
A friend of yours wants to start a hobby, but he is not
sure about which one. He is very good at problem
solving activities and he is good with details.
Movie watching is a very entertaining hobby. , (a) it does not
require a lot of time or money. Movies are always changing, but there are people
, (b) movie
collectors buy movies related to a particular genre such as horror or drama; others
are more interested in a particular actor or actress. , (c) there
are people who follow an actor or actress such as Brad Pitt or Julia Roberts, so they
3. Complete the following paragraph. Use the Word Bank.
Word Bank
That is
Moreover
For example
Answers may vary. Answers may vary.
Moreover
That is
For example
97

To blow away the cobwebs: to
make changes in one’s life to feel
better.
To make a big thing of
something: to behave as if
something were more important
than it actually is.
To be in full swing: to be at
the busiest, liveliest or most
successful moment.
To be in one’s element: to do
something very well and enjoy
doing it.
To be the life and soul of the
party: to be the most amusing
and interesting person in an
event.
What are you up to?What are
you doing?.
24/7: around the clock, all the
time.
Don’t get me wrong: Don’t
misunderstand me.
Glossary
A-E
absorbing: adj. taking one’s
attention(syn.involving,fascinating,
engaging).
agree: v. to converge in an opinion.
The class agreed to have a party on
Sunday.
appealing: adj.havingsomesort of
attraction or charm (syn. charming,
enchanting; ant. unattractive).
bill: n. a piece of paper money.
clay: n. a type of soil used to mold
things due to its loose texture. She
made some clay models for a school
project.
coin: n.
as money.
commitment: n. the state of
being loyal or interested in a
particular activity (syn. dedication,
craft:n.anoccupationthatincludes
manual work or the product of such
an occupation.
crowd: n. a large gathering of
people; a particular social group.
(syn. crush, horde, jam).
disagree:v.todivergeinanopinion
or decision (ant. agree). The class
disagreed about the date for the
party.
dress up: v. to wear special clothes
for a particular occasion.
expose: v. to deny protection or
care by leaving something out in
the open (syn. uncover, disclose;
ant. conceal).
F-J
hobby: n. a particular activity that
people do in their free time for the
purposes of relaxation.
jewelry: n. objects made of
precious materials such as gems.
K-O
karate: n. a martial art that
emphasizestechniquesforpunching
and kicking in self-defense.
memories: n. pl. images, or
impressions that are retrieved in
remembrance.
P-Z
promote:v.tohelpwiththegrowth
of something (syn. encourage; ant.
demote). Families are promoting
healthy diets for children.
senior: n. a person older in years.
(ant. junior) Seniors usually join
clubs to meet other seniors.
stampede: n. sudden movement
of a mass of people or animals.
4698

1. Complete the chart.
WORDS SYNONYMS
adj. fascinating
v. uncover
n.
n.
adj. charming
2. Find the antonyms.
v.
junior n.
unattractive adj.
conceal v.
v.
3. Find words for these concepts.
a.
b.
c.
d.
e.
4. Classify the following words: craft, disagree,
dress up, clay, absorbing, appealing,
promote, commitment.
NOUNS ADJECTIVES VERBS
Unit 3
GlossaryActivities
5. Unscramble the words and match them with
the pictures.
a.
b.
c.
d. illb
agree
appealing
promote
crowd
stampede
coin
jewelry
stampede
crowd
bill
senior
appealing
expose
promote
absorbing
expose
crowd
commitment
appealing
craft absorbing disagree
clay appealing dress up
commitment ---- promote
b
a
c
d
99

TheWorldistheLimit
UNIT
4
Listening
Can understand
or broadcast.
Identifies specific details that describe places,
landmarks and countries around the world.
Understands the development of a conversation
based on turn-taking exchanges.
Transfers information to complete charts or
specific texts.
Reading
texts with a
large degree of
independence.
Categorizes words based on specific criteria.
Identifies cognates as a vocabulary aid in reading
comprehension.
Uses graphic organizers to summarize key
information from a reading passage.
Answers information questions to establish the
content of a reading.
Summarizes the contents of a paragraph.
Oral
Expression
Can give or ask
for information on
general knowledge
topics.
Asks and answers questions about places,
landmarks and people.
Creates dialogs based on language prompts.
everyday topics.
Oral
Interaction
Can give a short
presentation on a
Asks and answers questions about general
knowledge topics.
Recombines language elements to create new
ideas and dialogs.
Written
Can write clear and
well-structured
texts about general
information.
Writes a profile of a celebrity from the sports
world.
47100

UNIT
TheWorldistheLimit
You will be able to make comparisons about
places and people.
• talk about landmarks and compare them.
• make comparisons in terms of superiority.
•
• have an informal dialog making
comparisons.
•
• Amazing Facts around theWorld
• Some Countries and their Records
• The GuinnessWorld Records
• Success
Vocabulary
• Vocabulary related to the degrees of the
adjective
• Words about geographical landmarks such as
rivers, mountains, cities and countries.
Grammar
• Comparatives and Superlatives
• To be a class act
• To be head and
shoulders above
• To go places
•
•
• Here you are
• Not to be in the
Project
famous athlete or sports celebrity.
4
Discuss:
• What’s the longest river in the world?
• What’s the highest mountain in your
country?
• Does your country hold any world
records?
• Are there people who hold world
records in your country?
101

Vocabulary Strategy Make groups of words around a central
concept to help you remember vocabulary.
Key Expressions
I’ll go for: I’ll choose… Here you are: Take it.
Lesson 1
AmazingFactsAroundtheWorld
1. Put the words in their corresponding category. Use the Word Bank below.
2. Complete these facts. Use some of the words in exercise 1.
a. The is the highest mountain in
South America.
b. is the longest river in the United
States.
c. Mount is the highest mountain
in the United States.
d. The is the longest river in Egypt.
A: Hi, buddy. Can I help you?
B: Sure. I am looking for an encyclopedia, about daily things like, which is bigger, Mars
or Earth?
A:
facts like this, look: it says that Earth is bigger than Mars.
B: That’s great. But what about an encyclopedia of the world’s most interesting
landmarks. Do you have one?
A: Well, here. Look, I have this book. It says, for example, that Mount Everest in Asia is
higher than Mount Kilimanjaro in Africa. Brazil, for example, is the largest country in
SouthAmerica, but it is smaller than theUnited States in NorthAmerica.
B: Do you have anything else?
A: Yes,thisbookisaboutthesmallestthingsonEarth.Look,itsaysherethattheBrazilian
gold frog is the smallest one. Look, this frog is more interesting than other varieties.
What do you think?
A: Well, I’ll go for the world landmarks encyclopedia.
B: That’s a great choice. Here you are.
Word
Bank
Brazil
Venus
Amazon
Aconcagua
Mexico
United States
McKinley
Mars
Nile
Missouri
Everest
Earth
3. Read and listen to the conversation. Then complete the grammar chart on page 49.
Mountains Rivers Countries Planets
Everest
Aconcagua
Amazon Mexico Venus
Speaking
Strategy
To keep informal
conversations going,
use expressions like
you know, look, like
this, etc.
48
Aconcagua
Missouri Nile
McKinley
McKinley
Nile
Missouri
Brazil
United States
Mars
Earth
102

You may start the unit by having students play a game to
categorize words. Play STOP. Give them a grid with some
categories in which you include: a name, a country, a
mountain, a river and a color.Students get points depending
they will be given a letter, and that they have to look for a
word in each category beginning with this particular letter.
to put their pens down. Then they proceed to count their
words. If a word is not repeated among participants, they
will be given the total number of points. If a word is repeated
by several people, they will only be awarded half the points.
1. Put the words in their corresponding category.
Use the Word Bank below.
Tell students to look at the pictures and use the Word Bank
to categorize words. You may ask students further questions
about these landmarks. For example, they may draw a circle
with some arrows for students to add ideas, based on their
knowledge of social studies. Write down some of their ideas
on the board since this information may become valuable
for the next activity.
Lesson 1
AmazingFactsaroundtheWorld
Planning
This lesson
will enable
learners to
compare
information
about
famous
places and
landmarks.
Categorizes words about specific
geographical landmarks.
Uses formulaic expressions to keep
the flow of a conversation.
Compares geographical landmarks
and their specific characteristics.
Creates dialogs giving his/her
opinion about landmarks around
the globe.
Structures
Comparative forms of adjectives.
adj + er than… (taller than)
more + adj + than (more interesting than)
Vocabulary
Countries: Brazil, Mexico, United States.
Planets:Venus, Earth, Mars
Rivers: Nile, Amazon, Missouri
Mountains: Aconcagua, McKinley, Everest
Making lists of
words about a
concept to help
in vocabulary
learning
country and location of the landmark as well as its height,
length or width. For example: The Aconcagua is located in
South America. It is on the border between Argentina and
Chile. It has a height of 6,962 m.
The purpose of the activity is to help students gain a clear
idea of the location of each landmark with regards to the
students will not see these places as isolated features
around the world.
PRACTICE
2. Complete these facts. Use some of the words in
exercise 1
Tell students to read the sentences without providing any
answers. Determine if any of the information was given on
them work on their own.
3. Read and listen to the conversation
Then complete the grammar chart on page 49.
Ask students about the things they normally buy. Ask
them about their preferences regarding books. Next, have
them read the dialog. Ask them some questions to check
comprehension. Emphasis the ideas of comparison. Do a
quick opinion poll about the books they like buying. Have
them role-play the dialog. Pay attention to the way students
use expressions such as: Let me see, Look,That’s great.
country
continent
height location
Aconcagua
103

Askstudentsaboutthecomparisonstheyfoundinthedialog.
Have students read the chart and complete it accordingly.
Give students new adjectives and have them come up with
their comparative forms. You can also encourage them to
providenewexamplessothattheycanchecktheirideaswith
dialog based on the model and using the Key Expressions.
PRACTICE
4. Make sentences comparing landmarks.
Ask students to complete the chart based on the context.
Have them practice the sentences using the adjectives in
theirpositive(base)andcomparativeformssuchas:TheRiver
Nile is 6,650 kilometers long. It is longer than the Missouri
River. Have students create their own sentences using the
information in the chart.You may bring some other famous
landmarks so that students write more examples.
APPLICATION
5. Make your own informal dialog.
Havestudentspairuptomaketheirdialogs.Youmaysuggest
some ideas on how to structure the dialog. For instance, you
as: Look, here...! Let me see… Remind them of using exercise
3 as a model dialog.
6. Think of two places
Ask students about the things they normally buy. Ask
them about their preferences regarding books. Next have
them read the dialog. Ask them some questions to check
comprehension. Emphasize the ideas of comparison. Do a
quick opinion poll about the books they like buying. Have
them role-play the dialog. Pay attention to the way students
use so of expressions such as: Let me see, Look,That’s great.
7. Talk to your partner about them. Use the Word
Bank.
Tell students that this exercise is a follow up of the ideas in
exercise 4. You may bring pictures of some of these places
and suggest adjectives to describe them. Ask students how
much they agree or disagree with these descriptions.
EXTRA IDEAS
Bring examples of local landmarks. Have students describe
them using adjectives such as: high, long, short, attractive,
interesting and exciting.Then have them work as a group and
illustrate some of them on a map of their region or country.
Students will work on their posters so that they can share
them with the class.
Project Stage
First, have students get together and decide on a famous
athlete they would like to write about.Tell students to select
a person they know a lot about, so they will have interesting
or new information for their classmates. You may give the
example of Lionel Messi to see how much they can talk
about him based on their general knowledge of the player.
You may also suggest ways of categorizing the information,
for example, personal information, career achievements
and awards.
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Machu Picchu Madrid Mount Everest Jerusalem
a.
b.
c.
d.
e.
4. Make sentences comparing landmarks.
• Get together as a group. Decide on a famous sports person
you would like to write about.
E.g.
Project Stage 1
Speaking Strategy
Recombine known elements
in a new way.
Word Bank
Mercury is smaller than the Earth.
REFLECT ON GRAMMAR
Basic
Adjectives
Comparative
Adjectives
Comparative
Sentences
Basic
Adjectives
Comparative
Adjectives
Comparative
Sentences
*big
high
large
*good
*bad
bigger
higher
larger
better
worse
•The Earth is bigger
than Mars.
• Brazil is
than the United
States.
interesting
dangerous
expensive
beautiful
more
interesting
dangerous
expensive
beautiful
•This frog is
than
other varieties.
To make comparisons add to one-syllable
adjectives.
Notice: Use the particle in comparative
sentences.
To make comparisons with two or -syllable
adjectives, use the basic adjective between the words
and .
5. Make your own informal dialog.
A: Hi, buddy.What can I do for you?
B: Well, I’m looking for...,
you know, things like that.
A: Let me see. Here I have this
book about….
Look, here it says that…
is bigger/taller/higher/better/worse
than…
B: Well, yes, that’s really interesting.
But…
A: That’s a great choice. Here you are.
PLANET
diameter
RIVER
length
MOUNTAIN
height
CITY
population
COUNTRY
size
Mercury
4,900 km
Mississippi
6,275 km
Kilimanjaro
5,891 m
Montreal
3,401,000
Argentina
2,766,590 km2
Earth
12,800 km
Amazon
6,400 km
Aconcagua
6,962 m
Bogotá
6,834,000
Brazil
8,511,960 km2
Saturn
125, 000 km
Nile
6,650 km
Everest
8,848 m
Tokyo
32,450,000
China
9, 596,960 km2
I think Machu
Picchu is more
relaxing than
Mount Everest.
Yes, I agree, but I
think Mount Everest
is more interesting
than Machu Picchu.
6. Think of two places. Talk to your partner about them. Use the Word Bank.
exciting
interesting
relaxing
popular
49
Answers may vary.
Answers may vary.
smaller
er three
interesting
more
more thenthan
105

1. is the most peaceful country in the world.
2. is the most popular business destination.
3. has the oldest population around the world.
4. has the cleanest air in the world.
5. has the most expensive cell phone plans.
Grammar Strategy
• Pay attention to adjectives that double
their last consonant, like big / bigger.
•Two-syllable adjectives ending in –y
follow the rules of one-syllable
adjectives .
Lesson 2
SomeCountriesandTheirRecords
1. Locate these countries on the map.
a. Finland
b. Iceland
c. Japan
d. The United States
e. Canada
REFLECT ON GRAMMAR
Basic
Adjectives
Superlative
Adjectives
Superlative Sentences
Basic
Adjectives
Superlative
Adjectives
Superlative Sentences
old
clean
fast
long
*good
*bad
oldest
cleanest
fastest
longest
best
worst
Japan has the
around the world.
Finland has
air in the world.
interesting
famous
dangerous
amazing
popular
expensive
the most
interesting
famous
dangerous
amazing
popular
expensive
Canada has the
.
Iceland is
in the world.
Add to one-syllable adjectives for their
superlative form. Always use the article in
superlative sentences.
Use the article and the word before two or
-syllable adjectives to make superlative sentences.
2. Listen to some record announcements. Write the country for each one of the records
you hear. Then listen again and complete the grammar chart below.
Listening
Strategy
Pay attention to
by focusing on
words you know.
3. Listen again and complete the sentences below.
a. Iceland has
b. The USA is
c. Japan has
d. Canada is
e. Finland is
Iceland
Canada
50
oldest
most
most
three
cell
the most
country
the
est
the
the
cleanest
e
d
b
c
a
United States
Finland
the third largest country in the world.
the most famous festivals and cultural activities.
one of the richest countries in natural resources.
106

Lesson 2
Planning
This lesson will
enable learners
to describe
places using
the superlative
degree of
adjectives.
Identifies and uses the
superlative form of adjectives.
Expresses ideas about places
using the superlative form of
adjectives.
Uses his/her knowledge of
vocabulary and structures to play
a language game.
Structures
Superlative forms of adjectives
the + adj + est (the highest)
the + most + adj (the most
interesting)
Vocabulary
Finland, Iceland, Japan, the
United States, Canada
Paying attention to
details by focusing
on words the student
already knows
Paying attention to
adjective formation in
superlative forms
Tell students that you are going to read out the names of
some countries and they have to classify them according
about their locations. Use the same map to have students
EXTRA IDEAS
This is a good opportunity for you to use the map again
and practice with your students some countries and their
nationalities: Italy – Italian, Colombia – Colombian.
1. Locate these countries on the map.
Have students locate the countries on the map. Ask them
if they know what these countries are famous for. You may
write some of this information on the board and encourage
them to express their ideas using adjectives.
2. Listen to some record announcements. Write
the country for each one of the records you
hear. Then listen again and complete the
grammar chart below
The idea in this exercise is to practice using the names of the
countries and to create superlative sentences.
Tell students that they will listen about some countries and
records they have. You may have students read the ideas
and predict the answers. Draw students’ attention to the
Listening Strategy and ask them to explain it to you. Explain
the idea of listening for details by focusing on words they
know (which was the purpose of presenting vocabulary
predictions.
You may take this idea a little bit further and ask students if
they know of any records from their countries or cities.
about comparatives.
PRACTICE
3. Listen again and complete the sentences below.
Tell students they are going to practice creating of
superlative sentences by completing the exercise. Have
them listen to the audio once again. It would be a good idea
to look for information on the Internet to expand students’
knowledge about these countries. For instance, it has been
said that Japan has the most famous festivals and cultural
activities. You could bring pictures or a short video of a
particular Japanese celebration.
You can have students play around with the information
about these countries. You can ask them to write negative
sentences or interrogative ones so that they widen their
knowledge about these countries.
50107

4. Unscramble these sentences.
Students are already familiar with this type of exercise. The
idea is to highlight the regularity of language structures.
Provide students with some more examples where they
Grammar chart.
APPLICATION
5. It’s play time. Listen to your teacher for the
game instructions. Take turns tossing a coin
(heads = 1; tails = 2). Follow the instructions on
each card.
Tell students about the popular game Snakes and Ladders.
Give some instructions about how to play the game. Then
have students play on their own. Circulate among students
so that you help them as a source of input whenever they
have to speak, especially if they have to keep a conversation
going or talk about a particular subject for a minute or two.
Project Stage
Students need to have the information about a famous
athlete, using the categories suggested in stage 1. At this
stage, students need to determine the reasons why this
person is outstanding in his/her sport and the ways in which
this person is the best, the tallest, the fastest or the most
skillful. They need to support their ideas like in the example
of Kobe Bryant.
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4. Unscramble these sentences.
a. Asia/is/the/richest/country/in /Brunei/./
b. tourists/for/Mexico/is/one/of/the/?/most/destinations/popular/
c. Mexico/has/some/most/famous/is/of/./the/in the world/also/sites/historical
d. Oslo/expensive/the/is/most/city/in/Europe/./
e. interesting/the/is/most/Egypt/?/one/of/Africa/in/countries
Compare two
sports people.
• Write the facts you have about this famous athlete. Compare this person with the rest of the people
doing the same activity.
•
E.g.
Project Stage 2
Compare several
countries. Include
comparative
and superlative
sentences.
Go to a shop
and order a
book. Keep the
conversation
going.
Make a
sentence with
the superlative
of “good.”
Make a
comparison
with the word
“high.”
Compare
two rivers.
Give an
example with
the superlative
of
Make a negative
sentence with
the superlative
of “friendly.”
What are the
most interesting,
relaxing and
popular places in
your country?
Make a
comparison
with the word
“long.”
Compare
two planets.
Talk about
some world
records.
Make a
sentence
with the
comparative
of “large.”
Ask a question
with the
superlative of
Ask a question
with the
comparative of
“happy.”
Compare
two cities.
5. It’s play time. Listen to your teacher for the game instructions. Take turns tossing a coin
(Heads = 1; Tails = 2). Follow the instructions on each card.
Brunei is
Is Mexico one of
Mexico has
Oslo is
1 2 3 4
5
12
13
6
11
14
7
10
15
8
9
16
51
the richest country in Asia.
some of the most famous historical sites in the world.
109

1. Find words that are similar in English and Spanish in the text.
ENGLISH SPANISH TYPE OF COGNATE
idea idea true
humanidad true
popular true
adjudicación true
verify true
proceso true
licencia true
claims *clamores false
The Guinness Book of Records began as
a book …
The Guinness representatives…
Adjudication teams…
Some records are not always
extraordinary…
The company does not accept…
The Guinness Book
of World Records
In 1951, Sir Hugh Beaver came across
series of questions that most people
thought that a book containing the
answers to those questions would
“Guinness Book of World Records” appeared on the market
and became very popular.
The Guinness Book of World Records is a publication that
is constantly looking for amazing events and facts around
the world. The Guinness representatives contact people or
organizations in many countries to determine their claims
to be the fastest, the slowest, the highest, the shortest, the
most or the least in who they are, or what they do.
Each year the company receives thousands of applications,
certify them. The adjudication process is relatively easy and
has almost instant authorization and publicity together with
a license to use the Guinness World Record logo.
The company has a record of the records which are not
always extraordinary events. Something as simple as the
longest motorbike, the largest robot dance, or the smallest
telephone is part of the book of records published every
year. However, the Guinness World Records does not accept
certain claims. For example, records involving
animal cruelty or bodily harm in human subjects are
not acceptable.
Reading Strategy
Use graphic organizers to
summarize key information.
Reading Strategy
true
coincide,
Lesson 3
GuinnessWorldRecords
2. Read the text and summarize each
paragraph.
52
humanity
adjudication
containing answers for
contact
verify the records
records
events.
and certify them.
involving animal cruelty or bodily harm.
fastest, the slowest... in who they are or
what they do.
license
110

Lesson 3
Planning
This lesson will
enable learners
to use graphic
organizers to
summarize
information
from a reading.
Identifies cognates.
Determines whether words are
either true or false cognates.
Summarizes the content of a
paragraph.
Uses graphic organizers to
categorize key information in
texts.
Vocabulary
True cognates in English and Spanish:
humanity - humanidad
idea - idea
popular - popular
process - proceso
adjudication - adjudicación
licence - licencia
Identifying
cognates
Using graphic
organizers to
summarize key
information
WARM UP
Bring sample pictures or show students photos online of
people who have wonGuinnessWorld Records.Ask students
iftheyknowwhatthesepeoplearefamousfor.Listentotheir
ideas and write them on the board. Provide new vocabulary
so that the formulation of ideas is successful.
Pre-Reading
Ask students how much they understand the chart at the
top of the page. Explain to them what these words mean
and how they are used. You need to introduce some true
cognates and point out that they are words that are very
similar in both Spanish and English. These words may help
Ask them if
they know any other words that behave in the same way.
You need to tell students that some of these words may be
Finally, ask students if they know if their countries or people
in their country hold any world record. It is very important
that you know this information beforehand so that you can
help your students.
1. Find words that are similar in English and
Spanish in the text.
Tellstudentstoreadthetextbelowveryquicklyandcomplete
the chart. Then have them read the Reading Strategy and
write true or false in the third column according to what
they think. The overall idea is to preview the vocabulary in
the text so that students activate their previous knowledge
and get ready to read for meaning.
While-Reading
2. Read the text and summarize each paragraph.
You need to tell students that part of being a successful
reader is to be able to summarize information. In order to
do so, they need to select the parts that contain the most
important ideas in a paragraph.
There is an audio version of the reading, so you can
paragraph. This way they can see the criteria for selecting
and determining the idea that best summarizes the entire
paragraph. Next have students listen and read to complete
the exercise. Then tell them to pair up and share their
summaries. Finally, have the class work on a summary of the
entire reading passage.
52111

Post-Reading
3. Answer the following questions based on the
information in the text.
Tell students to solve the questions which will also help them
to summarize the information. They have two ways to go
about summarizing information from a reading. First, they
may formulate one idea using the content of the paragraph,
understand the content of each paragraph.
EXTRA IDEAS
You may show students sample graphic organizers to help
You need to bring other short texts and allow students to
summarize them using the graphic organizers you selected
from the webpages.
4. Complete this paragraph about the “Guinness
Book of Records.” Use the true cognates in
Spanish as a guide to fill in the blanks with the
corresponding word in English.
Tell students that one of the best things about knowing
two languages like Spanish and English is that knowing one
language helps you acquire the other. Ask them to solve the
Writing
5. Writing. Use the letter on the left to write a
similar request for a record with your own ideas.
Ask students about any world record they would like to have.
You can give them ideas about daily activities like: walking,
jogging or playing games.
Tell students to read the letter and summarize the
information. For instance, you can ask students for the key
ideas in paragraph 1 and paragraph 2.
This is also a good moment to either review or introduce
letter writing formats and the type of language to use
depending on the level of formality.
Tell students that they are going to write a letter to the team
of judges for a record they have or intend to make. Students
need to write a draft version or an outline of their ideas.Then
they can go to the text and complete the letter.
Givestudentstimetocompletetheassignment,walkaround
the class helping them with some possible language for their
letters. Finally, have some students read their letters to their
partners. Select the letters that they feel have more chance
of being considered by the team of Guinness World Records
judges. Display them on the bulletin board.
53112

Reading and Writing
4. Complete this paragraph about the “Guinness Book of Records.” Use the true cognates
in Spanish as a guide to fill in the blanks with the corresponding word in English.
GuinnessWorld Records Limited
3rd Floor, 184-192 Drummond Street,
London,
NW1 3HP, United Kingdom.
Dear AdjudicationTeam,
My name is Luis Sánchez. I am from Perú,
South America. I am writing to you because I
think I must have a world record. I studied for
my algebra class for 14 hours. I solved around
250 exercises. I want your record because I
want recognition for my dedication to my
studies.
At the moment, I am studying for an English
test. I am good at languages too. Recently, I
bought a grammar book at a bookstore and
did many grammar exercises. The next day, I
was the fastest student to solve the exercises
the teacher gave us.
I look forward to hearing from you.
Sincerely,
Luis Sánchez
3. Answer the following questions based on the information in the text.
a. Who created the “Guinness Book of Records?”
b. What is the publication about?
c. How do people contact the organization?
d. What is the procedure for record adjudication?
e. What kinds of records do they not certify?
Obtaining a world record is not a long . People write to the
GuinnessWorld Organization to tell them about their .
The Adjudication team members the type of record. If
record that allows them to have the GuinnessWorld
Record and logo. Sometimes the adjudication teams do
. For example, when they involve
animal cruelty or bodily harm in individuals.
5. Writing. Use the letter on the left to write a similar petition for a record with your own ideas.
Word
Bank
idea
proceso
licencia
instantáneo
aceptable
Guinness World Records Limited
3rd Floor, 184-192 Drummond Street,
London,
NW1 3HP, United Kingdom.
Dear AdjudicationTeam,
.
.
.
I look forward to hearing from you.
Sincerely,
(personal information)
(reasons for writing)
(give examples of your achievements)
53
Sir Hugh Beaver
idea
verify
Answers may vary.
instantaneous
license
The ones involving animal cruelty or bodily harm.
Amazing events and facts
113

Lesson 4
FindingOne’sMatch
Reflect on Values
I value other people’s talents.
I work towards excellence.
I recognize the value of achievement.
Gap Activity
a. To be a class act…
1. To be really good
2. To have a good show
3. To be the worst
b. To go places…
1. To travel a lot
2. To be successful
3. To be unstable
1. Read the letter and complete the statements below. Guess the meaning of the
expressions from the context. Then listen and check.
Dear mom,
I want to thank you for the football you sent William on his birthday. Now he is thirteen and is a class act
intelligent students in his class. Moreover, he claims he is going places in his studies. He is now very good with
is head and shoulders
above his class, as all his answers are right. We always talk to his teachers because we want him to stay out
in most class
activities. Most of his classmates do not do so well in their subjects. We should not be this proud of our son,
but he does like his school these days. Sometimes we wonder if the school is not in his league.You know he
Love,
Emma
2. Complete these dialogs with the idioms.
c. To be head and shoulders above…
1. To be taller
2. To have less talent
3. To be the best
d.
1.
2.
3.
e. Not to be in one’s league…
1. To be better
2. To compete against others
3. To be of inferior quality
Conversation 1
A: What do you think of Shakira?
B: Well, she is .
Conversation 2
C: Can we compare the Olympic Games with any
other sport tournament?
D: Well, there is not a tournament like the
Olympic Games. Other tournaments are
.
Conversation 3
E: I am really tall. I want to join the basketball team.
F: Certainly, you’ll .
Conversation 4
G: Rafael Nadal is one of the best tennis players in
the history of tennis. He is the number one player
today.
H:
the rest.
54
a class act
head and shoulders above
not in their league
114

Lesson 4
FindingOne’sMatch
Planning
This lesson will
enable learners
to use daily
idioms related to
achievements and
personal success.
Defines idiomatic expressions.
Uses idiomatic expressions in daily
conversations.
to be a class act
to be head and shoulders above
to go places
to not to be in the same league
Associating
idioms to a
particular
context
Bring pictures of famous athletes or even celebrities. You
students to talk about each one of them. As always, it is
important that you write down their ideas on the board so
students realize that they are in fact sources of input. Help
make sure they need to feel that they have contributed
ideas.
PRESENTATION
1. Read the letter and complete the statements
below. Guess the meaning of the expressions
from the context. Then listen and check.
Have students read the letter, notice the expressions in bold
and guess their meanings based on the context. Once they
have understood the letter, have them go to the items below
tomatchtheidiomswiththemeanings.Donottranslate,ask
your students to use the context as a source of information.
their answers.
PRACTICE
2. Complete the dialogs with the idioms.
Tell students to go to the dialogs and complete them
using the idioms. Then have them role-play the short
conversations.
You can also expand on these conversations by establishing
how much they agree or disagree with the people or the
events that are being talked about in each of the dialogs.
Tell students to think about one talent they are sure they
have. For instance, they might be good at sports, games
or at their studies. Have them think that each one of their
talents contributes to the class in some way. However, this
does not mean that they will automatically be given the
responsibility for something. Then ask students what they
want to achieve in life and possible ideas to get there.
Gap Activity
Tell students that the purpose of the activity is to create short
dialogs based on information they need to share with their
partners.Youmayreviewsomeoftheadjectivesstudiedinthe
unit so that students can associate them with the descriptions
of cities and countries.
54115

Before they evaluate their group work, have students think
of what each person did for the group and give him/her some
recognition.
Discuss your experience
from 1 (the most important) to 5 (the least). Be
Tell students to do the evaluation. Then allow some time to
possible problems with each one of the descriptors.
Ask them some questions to check comprehension. You can
review the idea of do and don’ts.Then tell them to solve the
exercise.
3.
answers.
Tell students that keeping a checklist of items is a very good
way of having a record of their ideas for when they have a
writing assignment.
interests them. Have them work on their text and tell them
to follow the checklist.
Have students rehearse their presentations about their
particular athlete. Have them check their presentation
against the criteria in the Give your Presentation box.
Share Your Project
55116

• Summarize the main facts about your celebrity.
• Use adjectives in their comparative or
superlative forms to describe your celebrity.
• Find interesting or new ideas about the person
ShareYourProject
Useful Expressions
• Our celebrity is … He/She is tall/short/young/old
• He/She is the… He/she became famous as a…
2. Profile Writing
from 1 (the most important) to 5 (the least). Be ready to support your answers.
Profile Checklist
Yes/No Lines
Yes Biographical information
Interesting facts
Appropriate use of adjectives
3. Read the profile. Mark the items the writer took into consideration (yes/no) and the lines
where you can find then.
became an actor very early in his childhood.
He reached stardom with his role as the young magician Harry Potter in
2001. Recently Daniel participated as an actor in a play in a LondonWest
End theater. He got very good reviews on his acting. He says that his favorite
Harry Potter book is . Daniel is
one of the richest young actors in England, but he is also one of the most
the usual personal details about people’s lives. Moreover, they have to be interesting so that the reader wants
want to show the very best of a person, so you should pay special attention to the adjectives you use.
Be careful, don’t exaggerate with the use of superlatives. Readers don’t like when people are head and
erroneous information and doubt people’s sense of integrity.
1.
2.
3.
4.
5.
6.
7.
8.
Real Communication
55
1
3/4Yes
7Yes
117

Which of these
planets is the
biggest?
Mercury
Earth
Saturn
Is a day longer
onVenus or the
Earth?
Which is the
hottest planet in
the Solar System?
Give the missing
adjective here:
• Good
•
• Best
6,962 m is the
height of:
Mount
Everest
Kilimanjaro
Aconcagua
What is the most
expensive city in
Europe?
Which country is
the most popular
destination
for business
meetings?
Make a
comparison with
expensive.
Who is one of
the most famous
actors in the
“Harry Potter”
movie series?
Make a
comparison with
the adjective
old.
Give an example
with:
to be a class act.
Give the
comparative form
of high.
What is the
largest city in
your country?
Give the missing
adjective:
•
• worse
• worst
Which one of
these idioms means
to be successful?
to be a class act
match
to go places
Mention the best
tennis player in
your country.
Give the
superlative form
of hot.
Is the word
popular a true or
a false cognate?
Which is the most
peaceful country
in the world?
Which river
is longer, the
Amazon or the
Nile?
Which country
has the cleanest
air?
What is the tallest
mountain in the
world?
What is the
oldest city in your
country?
1
2345
6
7 8 9 10
1112131415
16 17 18 19 20
212223
2425
Play with your partners.
•
• Toss a coin to move your counter on the grid.
• If your answer is incorrect, you miss a turn.
Game
PlayTime
56118

Game
PlayTime
ed)
Beforeyougetstartedwiththegame,havestudentsbecome
familiar with the game format.Try out a couple of questions
with the students. Walk around the class so that you are
able to see students playing. You need to tell students that
the purpose of the game is to provide complete answers.
Consequently, words or phrases in isolation will not count.
It would be good that you look for answers to local questions
beforehand. Here are the other answers:
3. Mount Everest
4. Finland
5. the Nile
6. to go places
8. hottest
9. true
10. Iceland
11. bad
13. higher
16. Aconcagua
17. Copenhagen
18. the USA
21. better
22.Venus
23. onVenus
24. Saturn
56119

Quiz Time
think of possible re-teaching activities in order to clarify any
possible doubts.
1. Complete the paragraph with the comparative
or superlative forms of the adjectives beneath
the lines.
they have to use the comparative or superlative form of the
adjectives. Then have them complete the activity.
2. Read the information about these cities. Then
write comparative or superlative sentences. Use
the Word Bank.
For this particular activity, students are encouraged to
come up with as many ideas as possible to write their own
sentences.
3. Complete the paragraph with the idioms in this
unit. Use the Word Bank.
Ask students to go to the paragraph and give it a preliminary
reading. Have them look at the Word Bank so that they are
able to relate the idioms with the contents of the paragraph.
Tell them to complete the exercise.
Self- Evaluation
Take each one of the items and discuss it with your class.
Elicit examples of the ideas they are expected to handle at
this point of the unit.
Glossary
parts of speech, examples and think of synonyms and antonyms.
57120

Quiz Time
Self-Evaluation
Now I can... VeryWell OK A Little
Talk about and compare landmarks such as mountains, cities and countries.
Write a profile of a sports celebrity.
Use graphic organizers to summarize key information from a reading.
a. .
b. .
c. .
d. .
e. .
Lima, Peru
Area: 2664 km²
Population:
7,605,742
Date Foundation:
January 18, 1535.
Santiago, Chile
Area: 641 km²
Population:
5,428,590
Date Foundation:
February 12, 1541.
Buenos Aires,
Argentina
Area: 202 km²
Population:
2,891,904
Date Foundation:
February 3, 1536.
Word
Bank
• To be a class act
• To go places
• To be head and
shoulders above
•
match
• To not be in
one’s league
Usain Bolt is a Jamaican athlete with an impressive career as a sprinter. From a very early
age he was a (a)
He was always (b) his running companions. In 2004,
he became a professional sprinter and started breaking records. In 2008, he participated
in the Olympic Games in Beijing, did not (c) as he
won three gold medals in sprinting events. People consider him an amazing runner, and
they say other runners are not (d). He does not want to
retire yet. He feels he can still (e) in his career.
3. Complete the paragraph with the idioms in this unit. Use the Word Bank.
1. Complete the paragraph with the comparative or superlative forms of the adjectives under the lines.
The GuinnessWorld Records recently announced a list with the (a) additions to the records
this year. Earlier in the year a Chinese man claimed he was the (b) person on Earth, but a
Mexican businessman proved he was (c) than the Chinese guy. Something similar happened
to a Brazilian girl who said she was the (d) person in the world, but theWorld Records
adjudication team found aVenezuelan boy who was (e) than the Brazilian girl.
(new)
(tall)
(tall)
(short)
(short)
2. Read the information about these cities. Then write comparative or superlative sentences. Use the
Word Bank.
Word Bank
large
small
old
young
interesting
popular
attractive
57
newest
tallest
taller
class act
in his league
shortest
shorter
Answers may vary.
121

Glossary
A-E
adjudication: n. the act of solving
a legal dispute. The court will
adjudicate our rights to protest.
amazing: adj. causing an
unexpected reaction in a person
(syn. astonishing, stunning; ant.
boring, unimpressive)
clerk: n. a person whose job is to
sell goods or services in a store.
cognate: n. words that have similar
spellingsintwolanguages,buttheir
meanings may or may not coincide.
Inthefirstcase,onecantalkabouta
true cognate or when the meanings
do not coincide, a false one.
customer: n. a person who buys
goods or services from a business
(syn. buyer, consumer; ant. seller,
vendor)
diameter: n. measurement of the
distance through the center of
something from one side to the
other.
To be a class act: To be good at
something.
To go places: To be successful
at one activity.
To be head and shoulders
above:To be superior to other
members of the same kind.
somebody with equal talent or
quality.
To not be in one’s league:
To be of inferior or lower quality.
I’ll go for…: I’ll choose…
Here you are:Take it.
Everest: n. the highest mountain
above the sea level in the world
with a height of 8,848 m. It is
located in the Himalayas on the
border between China and Nepal.
F-J
fulfill: v. to do or perform as an act
of duty (syn. satisfy).The director
Gold frog: n. the smallest frog
in the Southern hemisphere. It
measures 9.8 mm. It can be found
in the Brazilian rainforest.
Guinness Records: n. the world’s
most famous organization in
charge of recording amazing facts
and activities from people around
the world. The Guinness Records
K-O
Kilimanjaro: n. the highest
mountain in Africa with a height of
5,895 m. It is located in the north of
Tanzania.
landmark: n. an important
structure or location that marks a
particular place.
P-Z
profile: n. brief set of data to
represent the characteristics
or descriptions of a person or a
product.
record: n. an official proof of
top performance.
adjudicated the record to the
baseball player.
requirement: n. a condition or
requisite necessary for something
to happen (syn. requisite, demand;
ant. nonessential)
58 9122

1. Read the definitions. Decide if they are right (R) or wrong (W). Fix the wrong ones.
clerk: n.
diameter: n.
Everest: n.
5,895 m above the sea level.
landmark: n.
record: n.
4. Complete this paragraph with some words from the glossary.
I wrote a
5. Find in the glossary words that are related to the ones in the chart.
GLOSSARY WORD WORD ASSOCIATION
v. require
adj.
v.
v.
n.
2. Provide synonyms for the words below.
a. requirement:
b. customer:
c.
d.
3. Complete the chart.
COUNTRY
LANDMARK/SPECIAL
ANIMAL OR OBJECT
Kilimanjaro
Unit 4
GlossaryActivities
96
a person whose job is to sell good or services
It is located on the border between China and Nepal and has a height of 8,848 m above the sea level.
requisite
China and Nepal
landmarks
customers
Tanzania
Brazil
France
consumer
satisfy
astonishing
requirement (n)
adjudication (n)
amazing (adj)
W
R
W
R
W
58123

Tell students that part of their studies in English is to prepare
themselves to take English tests in order to show how much
they have learned. These tests have some questions about
the language skills (listening, speaking, reading and writing).
The tests will also look at their knowledge of grammar and
vocabulary.
Tell students that this preparation also requires students to
become familiar with the types of activities in which they
will show their knowledge.
Show students the parts of the test. Tell them how they are
supposed to answer to each one of the test sections.
Test Training B
Listening
Listen to a short conversation twice. There are five
answer.
Tell students that they are going to listen to a person talking
about his/her vacation activities. Tell them to pay attention
2059124

TestTrainingB
Listening
Listentoashortconversationtwice.Therearefivequestions.Forquestions
Example:
0.Themanwentonvacationto…
1.Hevisited…
2.YoumustcometoBrazilin…
ABC
3.Maracanãisthelargest…
Answers
0ABC
ABC
ABC
ABC
ABC
ABC
ABC
A
A
B
B
C
C
Brazil
SaoPaulo
Swimmingpool
Argentina
RiodeJaneiro
SportsCenter
Ecuador
Brasilia
Stadium
Reading
Readthetextbelow.Selectthecorrectformoftheverbforeachspace.Markthe
Ithinkswimmingisthe(0)relaxingsportthereis.Itookswimminglessons
whenIwasalittlechild.Iwas(6)thanmanyofmyclassmates,butitwas
notaproblem.Unfortunately,Ididnotcontinue,soIlostthehangofit.Whenfriendsask
meforsomeadviceaboutsportsfortheirchildren,Itellthemthattheirchildren
(7)tryallsortsofsportsatayoungage;itseemstobethebestwordof
years,Idecidedthatkaratewasmysport.Thistimeagain,Iwasthe(8)in
class.Inaddition,mytrainerwasthe(9)demandingpersonintheworld.
Forexample,healwaysmademetrainwithkidswhowere(10)thanIfor
acoupleofyears.I(11)emphasizethatthistrainingwasreallyhard,but
afteralltheseyears,Ithinkmytrainerwasrightallalong.Now,Icanseethathiswords
werethe(12)adviceanystudentcanhopefor.Mykaratelessonswere
probablythe(13)interestingexperienceinmylifewhenIwasyounger.
Answer
0ABC
6ABC
7ABC
8ABC
9ABC
10ABC
11ABC
12ABC
13ABC
ABC
0.moremostbest
6.shortershortestshort
7.havetomustshould
8.shortshortershortest
9.moremostworst
10.oldestoldolder
11.shouldhavetomust
12.goodbetterbest
13.mostmorebetter
4.Themanalsowentto…
5.Thecityisthemost…
ABC
ABC
SantiagoBuenosAiresLima
59125

Writing
Writeadescriptionofahobbyorafreetimeactivityyouenjoy.
Write
•Whattheactivityisabout
•Giveadvicefornewpeople
•Talkaboutsomerulestoconsider
Yourdescriptionhastobebetween30and45words.
Speaking
CandidateB
Hotelaccommodation:Where?/Howmuch?
Activities:Whatcan…?
Anyspecialplaces:Whatarethemost…landmarkstosee?
AnyadvicetoenjoyBuenosAires:WhatshouldIdo…?
•Tellmemoreaboutthisvacationplanin
BuenosAires.
•WherecanIstay?
•Howmuchdoesitcosttogotoahotel?
•WhatshouldIdo?
BuenosAires:Thecityandthecountrysideinonepackage
•Thebesthotelaccommodation:singlerooms,suites,luxurysuites.
InternationalhotelLaPampaSuitesLaPlataSuites
US$50US$100US$220
singleroomssuitesluxurysuitesonly
suitesluxurysuites
•
5museums3museumsandavisittoa
traditional“Estancia”
Botanicalgardensuites
•Ridehorsesandspendadayasareal“Gaucho.”
•TourstothemostfamouslandmarksinBuenosAires:Palermo,LaBombonera,
PlazadeMayo
Awordofadvice:
•Enjoyeveryactivity.
•Donotworryaboutlatenights.
•Trytangolessons.
Speaking
CandidateA
Youhaveanadvertisementaboutavacationdestination.AnswercandidateB’squestions.
•IhavethisinformationaboutvacationtripstoArgentina.
•Whatdoyouwanttoknow?
•Isthereanythingelseyouneed?
60126

Writing
Write a short description of a hobby or a free time
activity.
Students will be asked to write a text describing a particular
hobby. Tell students to pay attention to the instructions so
that the text does what the instructions regarding what to
include and the word limit.
Speaking
Give students guidance about the speaking task. Make sure
they understand their roles in the activity so that they are
task.
Reading
Candidate A
Read the text below. Select the correct form of the
verb for each space. Mark the best word (A, B, C)
for each space.
Tell students that the paragraph requires information based
on the comparative and superlative forms of adjectives.
They also need to pay attention to ideas of obligation and
advice.
2160127

JobsandOccupations
UNIT
5
Listening
Can understand
or broadcast.
Listens for specific information such as words,
numbers or particular details.
Follows conversations and provides specific
information that completes dialogs.
Reading
texts with a
large degree of
independence.
Predicts the content of a reading by working on
word association activities beforehand.
Pays attention to words and/or expressions
that facilitate the reading of facts, numbers and
statistics in texts.
Is able to use synonyms to facilitate reading
comprehension.
Reads graphs and tables to aid his or her reading
comprehension processes.
Oral
Expression
Can give a short
presentation on a
Gives information about people´s jobs or
occupations.
Describes jobs and occupations.
everyday topics.
Oral
Interaction
Can give or ask
for information on
general knowledge
topics.
Asks and answers questions about career choices
and occupations.
Uses formulaic expressions to keep the flow of a
conversation.
Written
Can write clear and
well-structured
texts about general
information.
Writes a career prospect.
61128

UNIT General Objective
You will be able to talk about career choices and
occupations.
Communication Goals
• talk about occupations and professions.
• make predictions regarding career choices.
• read graphs and tables to help your
reading comprehension.
Topics
• Unusual Occupations
• Career Choices
• The Job Market
• CreativeThinking
Vocabulary
• Vocabulary related to jobs and occupations
• Complex nominals
Grammar
• Compound words
• Future tense predictions and decisions
with “will”
• Future plans with “going to”
• To be a number
cruncher
• To be the cream of
the crop
• To call it quits
• To learn the ropes
• To think out of the box
• To have a sweet tooth
Project
A Poster Presentation
You’ll make a group poster presentation of a
career or an occupation.
JobsandOccupations
5
Discuss:
• What are you going to
study?
• What career choices
will you consider?
• Are you going to study
a profession in medical
science, technology,
architecture?
129

Person experienced
in media is needed.
• movie making
• documentary
production
Experienced person in
technology is required.
Candidate will create
solutions for new
software problems.
Looking for very well
organized people
• special attention to
details
• big events
Applicants for this job
must certainly have a
sweet tooth.
•
be determined
Lesson 1
UnusualOccupations
1. Number the following jobs. Give 1 to the strangest and 4 to the most common.
Ranking
Odd Job or
Occupation
dog walker snake milker toy designerBraille translator
3. Listen to the conversations again and complete.
Vocabulary
Strategy
Discriminate word
meaning of a
compound word.
Reflect on Grammar
Compound have parts.
The part establishes the purpose or the reason of an
occupation, and the person or the activity as such.
Listening Strategy
Listen for detailed
information by playing an
audio two or three times.
a. A snake milker milks to get their poison and make antidotes.
b. A Braille translator translates symbols into the system for
blind people to read them.
c. A toy designer designs new for children and adults.
d. A dog walker walks when their owners cannot do it.
snakes
nouns
a. b. c. d.
Word Bank
• movie director
• computer programmer
• ice-cream taster
• party planner
Key Expressions
to
be willing to eat all sorts
of candies and sugar
Person’s Name Occupation
Tom a. snake milker b. veterinarian c. zookeeper
Mary a. book reader b. Braille translator c. counselor
Nancy a. game designer b. toy tester c. toy designer
Elizabeth a. dog trainer b. dog expert c. dog walker
62
Answers may vary.
Braille
toys
dogs
two
computer programmer movie director ice-cream taster party planner
second
130

Lesson 1
UnusualOccupations
Planning
This lesson will
enable learners
to exchange
information
about career
choices and
occupations.
Identifies some non-
traditional occupations.
Makes compounds words.
Describes specific
requirements to work in
some special occupations.
Structures
Compound words
(noun + noun)
Vocabulary
dog walker, snake milker, party planner,
Braille translator, toy designer, movie director,
computer programmer, ice-cream taster
Identifying
word parts to
establish the
meaning of
a compound
word
Givestudentsalistofwordscontainingunusualoccupations.
Ask them if they think they are real or just made up by the
teacher. Have students determine what the people who
have those occupations do. Ask students if they like any of
those occupations.They need to give you reasons.
PRESENTATION
1. Number the following jobs. Give 1 to the
strangest and 4 to the most common.
Tell students to look at the pictures and describe them.
Encourage them to give complete ideas of the images they
are describing. Provide students with vocabulary if they
need special words or language constructions. Ask them
to rank the occupations mentioned. You may ask students
further questions about these occupations based on their
rankings. Ask them what they think these people do. Refer
them to the Vocabulary Strategy for them to analyze each
compound noun. Explain to them that the main noun is the
last word in the phrase. It is important to personalize this
type of activity so that students have a chance to be involved
in what is being talked about in class. For this reason, you
need to ask students about their opinions about these
occupations and their any preferences they have.
each person does.
Have students predict the content of the listening activity.
You may have them work on their ideas regarding what
each person does: have them tell you what the people in the
chart do for a living.Then have them listen to the audio and
PRACTICE
3. Listen to the conversations again and complete.
Have students complete the exercise after they listen to
the conversation several times. Refer them to the Listening
Strategyandhavethemexplaintoyouwhattheyunderstand
by listening for detailed information. Have them notice
words.
4. Match each advertisement with the
corresponding occupation. Use the Word Bank.
Ask students to read each advertisement. Check their
comprehension. You may even ask them if they would be
corresponding compound nouns. Ask them for the reasons
they had for the matching. List their ideas about each one
of the occupations. It is important to emphasize on the
particular abilities a person needs to have for a particular
occupation because they will require this information to
create dialogs on the next page.
EXTRA IDEAS
Have students come up with ideas for unusual occupations
that they see in their everyday lives. Have them create an
advertisement with these particular occupations. They also
need to make sure they include some of the tasks related to
these occupations.The class can select the funniest or most
creative advertisement.
62131

5. Find 8 occupations in the word search. Pay
attention to the –er/or word endings. Use some
of the words for the job descriptions in activity 6.
Tell students to list some of the occupations in activity 4.
Ask them about what these occupations and / or professions
have in common in terms of their word endings. Then have
students are familiar with the structure of compound words,
you can have students create some possible occupations or
professions by combining nouns.
APPLICATION
6. Read the following job descriptions and write the
title of the professional required. Create dialogs
based on your preferences.
Tell students to read the descriptions to solve the activity.
Then have them look at the sample dialog and how the
notice the dialog structure, given as an example in the box
on the left. Then ask them to create their own dialogs. You
can refer them to the Speaking Strategy and have them
explain to you what they understand by it. You could also
create some dialogs, together with the students so that they
see a model from the teacher.
First,havestudentsgettogetheranddecideontheparticular
career or profession they want to share with the class. You
may give examples of some of these professions and what
to say about them. You need to tell students that they have
to be very eloquent about their career choice so that they
sound convincing in their presentations.
63132

What do you think of
being a movie director?
c o m p u t e r p r o g r a m m e r v a
a p o t h e c o a v i s i o n o v u i g
r t d a m n s z r e d b c x b v q y d b
d a v i d y c a t s n a k e m i l k e r
e c l q e i p s y w m q o d u e t s o n
s i l y o h l b p d y j v r v d s r g q
i a k u j z h i l f a c x m x i r t a p
g n i c e c r e a m t a s t e r q u m o
n e t i s i y l n j y s f z y e p v e n
e s a m u e l p n p o n l u z c o w t m
r d o g w a l k e r l m i d a t n x e l
a p f a j e g n r i y t y p o o m y s k
t o y d e s i g n e r h i j k r l z t j
o q s o p i l m i n o g f e d c b a e i
y x r u w a h q r d u a b c d e f g r h
•
•
•
animal lovers
• work on weekends
•
• events
•
•
• eat a lot of ice-cream
•
•
•
What job do you like?
I think being a
is really exciting/boring/interesting
because you…
In addition, you…
What about you? What job do you like?
I think being a
is…
You should…
For example, you…
You work
Why do you think it
is interesting?
In addition,
you work
with the most
famous actors
and actresses!
That seems to be
very interesting!
Yes, you are right!
interesting.
• Get together with your friends. Agree on a career or
occupation you want to present to your class.
E.g. I think being a party planner is a really interesting job.
In my opinion, being a movie director is the most exciting job.
Project Stage 1
Speaking Strategy
Build conversations using sets of ideas
or formulaic expressions as cues.
5. Find 8 occupations in the word search. Pay attention to the –er/or word endings. Use some of
the words for the job descriptions in activity 6.
6. Read the following job descriptions and write the title of the professional required. Create
dialogs based on your preferences.
1.
2.
3.
4.
5.
6.
7.
8.
63
computer programmer
computer programmer ice-cream taster party planner dog walker
snake milker
ice-cream taster
dog walker
toy designer
party planner
movie director
video game tester
133

Lesson 2
CareerChoices
Word Bank
robotics engineer computer scientist systems analyst medical researcher landscape architect
Reflect on Grammar
Future Predictions and Decisions
Negative Questions
I will = I’ll…
You will…
He/she/it will…
We/they will…
I will not = I won’t
You will not…
He/she/it will not…
We/they will not…
Will I…?
Will you…?
Will he/she/it…?
Will we/they…?
Alicia will probably Alicia will not Will
The future tense uses will to make predictions or announce
decisions. Use won’t = will not in negative sentences.
Use adverbs such as , , or to
state the of your predictions or decisions.
Time expressions for future predictions and decisions:
next summer - - - in the future - soon
Key Expressions
To follow someone’s
lead: to imitate.
To be a class act: to
be successful.
Classmate’s Name Career Option
2. Listen to the dialog and complete it. Then complete the grammar chart.
3. Ask three classmates about the career they find interesting to follow.
You: will
study
future?
Your partner: I will
study…
Alicia: Do you have the results of my career
orientation tests, Dr. Peters?
Dr. Peters:Yes, I do.They are really interesting.
You will not be a (a) as you
were thinking.
Alicia:What do you think I should study?
Dr. Peters:You did really well in math and
technology.You will probably have a future as a
(b) or .(c)
Alicia: My mom is a class act in architecture,
but I will not follow
is a doctor, so I’ll think of something related to
medicine.
Dr. Peters: Will I see you at the hospital some day?
Alicia: I’ll apply for medical school, so I become
a (d), but I won’t work in
a. b. c. d. e.
robotics engineer
64
medical
researcher
landscape architect
computer
scientist
landscape
architect
systems
analyst
robotics engineer
medical researcher
Answers may vary.
computer scientist have a future as a
computer scientist.
a landscape the hospital?
architect.
be I see you at
134

Lesson 2
CareerChoices
Planning
This lesson will
enable learners
to talk about
predictions,
plans and
decisions.
Identifies and uses the
future tenses with will and
be going to.
Expresses predictions, plans
and decisions.
Structures
Future tenses:
will and be going to
Vocabulary
robotics engineer, medical researcher,
computer scientist, landscape architect,
systems analyst
Building
conversations
using sets
of ideas or
formulaic
expressions as
cues
Give students a list of professions.Tell them to pay attention
to the words. Decide with them if those professions are real
or not. If some of them are not real, ask if they could be real
in the future and what these professionals would do. For
thr ones which are real, ask students what they know about
these people and what they do.
1. Label the pictures. Use the Word Bank..
Have students look at the pictures and describe each one
of them. Ask them if they know these professions and
what these professionals do. Have students match the
professions with the people in the pictures. Ask them if they
would be interested in doing the job. If they would, ask them
about the skills they would need to have to work in those
professions.
2. Listen to the dialog and complete it. Then
Tell students to read the dialog and ask some preliminary
questions to see if they understand. Ask them if they know
what a career orientation test is. Elaborate on some ideas
based on their answers. Next have them listen to the dialog
and complete it with the professions. Work with them on
the idea of decisions and predictions for future events in life.
Have students role-play the dialog. Finally, tell students to
onGrammar chart.Ask them to go over each sentence in the
dialog to see if they express decisions or predictions.
APPLICATION
3. Ask three classmates about the career they find
interesting to follow.
Before students walk around asking their classmates about
their career options, ask students some other career choices
that they know of or that are popular in their countries.
In many countries, medicine, law, and business
administration are still very popular despite the emergence
of science and technology.
Students are now ready to walk around and ask their
classmates questions using the model. Tell them to include
the Key Expressions. They have to write down the names
of the people they talk to. You can expand this activity by
creating some sort of quick statistics about the most or least
appealing to boys than to girls.
64135

4. Complete these sentences using the forms of
will and the verbs in parentheses.
Tell students that they will continue working with the
idea of future predictions and decisions. Explain to them
sentences.Tell students about the contractions with will and
the negative won´t, or you could ask them to go back to the
5. Listen to the dialog, fill in the blanks and practice
with your partner. Then complete the grammar
chart.
Tell students that this dialog also deals with future ideas, but
they are more oriented towards plans. In this case, the use of
be going to is more appropriate.
their comprehension. Elicit some of the vocabulary from
their ideas. Next, tell them to complete the dialog.Ask them
some questions to check comprehension.Give some further
examples based on everyday experiences in their homes and
complete it.
Give them some more contexts and examples where the use
of be going to is likely to appear in either spoken or written
English.
6. Look at the pictures and write the plans
these people have. Look at the information
in the chart. Make affirmative, negative and
interrogative sentences for each person.
Tell students about the exercise. Make sure they understand
how to do it by helping them with the example. Have them
workindividuallyandchecktheiranswers.Thenpairstudents
up to create some mini-dialogs based on their answers.
APPLICATION
7. Decide if these sentences express predictions
parentheses that indicate the appropriate use
of future.
Tell students that the purpose of the following exercise
is to establish the distinction between the uses of will and
be going to, based on the circumstances. Tell students to
pay attention to adverbs such as , and
absolutely to make such distinction.
Tell students to work with their classmates on the ideas they
Insist on the idea that they have to be persuasive. That is
why they need to think of very good ideas in terms of future
study.
For example, countries such as Canada have an increasing
number of seniors citizens so careers such as occupational
therapyandphysicaltherapyaregoingtobereallyimportant
for the country and for people interested in working in there.
65136

• Once you have chosen your career,
determine some predictions or plans
people need to consider to make
their choice.
E.g.
as a computer programmer. People use
computers for everything.
Project Stage 2
Nancy: A1-Q3- N2.
Marcia: N1-Q2-A2
Martin: A3-Q1-N3
4. Complete these sentences using the forms of will and the verbs in parentheses.
a. It’s raining really hard. I doubt I (be) at the park for tonight’s concert.
b. you (come) to the party? Do not worry. I (be) there.
c. (not-come) tomorrow.
d. (study)
e. Helen (call) us after her biology test as she promised?
5. Listen to the dialog, fill in the blanks and practice with your partner. Then complete the
grammar chart.
A: Congratulations on your high school graduation, you
in college for the next few years!
B: Thank you. I for this term.
A: What are your plans for the semester?
B: I for all classes, but will
probably take some courses.What about you?
A: I architecture next fall. I already
registered for the semester. Do you know anything about
David? Is he going to study robotics engineering?
B: Yes, he is. He a robotics engineer.
Reflect on Grammar
Future Plans
Anne is in college.
Negative Maria is
for all classes.
Questions David
robotics engineering?
Express future plans with going to.
For predictions, the choice of going to over will
is based on the presence of evidence.
7. Decide if these sentences express predictions or
indicate the appropriate use of future.
a.
the future.
b.
registered for some courses already.
c.
as a computer analyst.
A
N
Negative
Q
Questions
Nancy is going to study architecture.
6. Look at the pictures and write the plans these people have. Look at the information in the chart.
Make affirmative, negative and interrogative sentences for each person.
will be
65
is going to become
am not going to sign up
am going to register
am going to start
are going to be
Will come ’ll be
won’t come
’ll study
going to be
not going to register
going to studyIs
Will call
Is she going to build hotels?
She is not going to build hotels.
Marcia is not going to be a robotics engineer.
Is she going to be a computer scientist?
She is going to be a movie director.
Martin is going to be a toy designer.
Is he going to design toys for children?
He is not going to design toys for children.
137

Total participants 18,000
The most attractive
professions
The best choices
Participants’
selections
Reading Strategy
Transfer information from
texts to graphs and tables
for you to understand texts.
A
Lesson 3
The Job Market
1. Match the careers on the left with the job family on the right.
Career Job family
a.
b.
c. movie director
d.
e.
2. Listen to the reading. Use the information in the
paragraphs to complete the graphs.
Job Families and The Market
30 %
40 %
15 % 10 %
5 %
a
food preparation
and services
40 %
30 %
15 %
10 %
5 %
66
d
b
15
5
15,000
c
e
architecture
medical science
computer analyst
robotics engineering
personal care
sales and
and service
advertising
138

Lesson 3
TheJobMarket
Planning
This lesson will
enable learners
to read graphs
and tables
as an aid in
their reading
comprehension
processes.
Uses information contained in
graphs and tables as an aid in
Answers reading
comprehension questions
based on numerical
information.
Vocabulary
computer programmer, medical researcher,
movie director, landscape architect,
robotics engineer
Expressions
One/Two/Three out of…
Using
information
from texts to
graphs and
tables as an aid
to understand
texts
WARM UP
Ask students if they know or remember from the last class
what a career orientation test is. If possible show them
a sample of the questions in one of those tests. You can
also work with students on an exercise in which they have
to categorize professions or occupations into areas. For
example,givestudentsseveralprofessionstobecategorized
in the areas of health and medical sciences, human sciences
or computer sciences.
Pre-Reading
1. Match the careers on the left with the job family
on the right.
Tell students that the exercise is similar to the one they just
did, but this one will help them predict the content of the
reading.You may ask them one or two questions so that they
can predict the content of the reading.You may bring up the
fact that the reading has information in terms of numbers
and percentages. Ask students if they are familiar with pie
charts and bar graphs.
You may establish connections between what they study in
mathematics with reading a graph. For instance, ask if they
are able to understand the information on the axes or the
distribution of information. Have them look at the graphs
on the page so that they become familiar with them for the
purpose of the reading comprehension activity that follows.
While-Reading
2. Listen to the reading. Use the information in the
paragraphs to complete the graphs.
them what they understand from the audio. Then have
them listen to the audio and after the reading have them
complete the graphs and tables. Pair up students to share
their answers. Solve possible doubts by going back to the
audio or by providing the answers. Then refer the students
to the Reading Strategy and have them explain what they
understand.
Spend a moment working with students on the expressions
they need to use to understand and read the information in
the tables. For instance, they need to understand that the
information is divided into percentages. You also need to
tell students that they need to read information from 0 to
10 to make statements such as. One/two out of …
66139

Post-Reading
3. Select the answer that best matches the
reading passage.
Tell students that they need to answer the questions based
on the ideas they just learned with their teacher. Have
students work on the exercise and check their answers.
Go back to both the tables and the text as many times as
needed.
Pre-Writing
4. Read this career orientation test.
Tell students to read the information in the pie chart. Make
sure they can establish Jonathan Burke´s skills.You may ask
them what Jonathan would be good at in terms of possible
career choices. Write down their ideas on the board and
leave them handy for the exercise that follows. You may
help them make some predictions about Jonathan´s career
choices.You can also suggest some possible alternatives for
plans.
Writing
5. Now write a career prospect for Jonathan
based on his test results.
professions.Tell them to write down some initial ideas.Then
tellthemtogotothetextandlookat thetypeofinformation
they need to write the career prospect. Once you see they
have notes, tell them to complete the assignment. Then
have students read their ideas to the class.
EXTRA IDEAS
Students may create their own career prospect by
establishing the areas they feel they are good at and the
professions they are interested in.Tell them to write a similar
text with their own information.
Project Stage
At this stage students should be ready with their ideas
about their professions. Nonetheless, help them with things
they are unsure of. Students need to provide some sort of
conclusion to their ideas.You may also encourage students
to give examples of successful people and/or companies
within their particular professions.
RemindstudentsthattheinformationintheWritingStrategy
box suggests that writing has to do with developing ideas
from key concepts, so that the writing exercise is focused.
67140

•
predictions successfully.
E.g. You will encounter a lot of mathematics as a computer
programmer.You should get a professional calculator.
Project Stage 3
CAREER PROSPECT
JONATHAN BURKE
Jonathan got 65% in logical reasoning, so he _____
___________________________________________
__________________________________________ .
The second area was language skills. He _____
___________________________________________
__________________________________________ .
Thescoreintheareaofsocialskillswas10%.He____
___________________________________________
__________________________________________ .
If Jonathan wants to work in careers such as ____
___________________________________________
__________________________________, he must
work hard on his creative skills.
Job families
• Logical reasoning: robotics engineering,
computer analyst, computer programmer
• Language skills: Braille translator,
interpreter, teacher, journalist
• Social skills: party planner, social worker,
psychologist, communicator
• Creative skills: movie director, landscape
architect, artist, designer, dancer
Writing Strategy
Develop texts following key concepts or
ideas to focus the content of the message.
3. Select the answer that best matches the reading passage.
a. Food preparation is one of the most…
1. interesting career options
2. attractive career options
3. lucrative career options
b. Three out of ten people will choose…
1. food preparation as their career
2. personal care and service as their career
3. sales and advertising as their career
c. Out of ten people, will choose a
career in personal care and service.
1. one 2. two 3. three
d. Both and will
make up 70% of people’s best career choices.
1. medical science / protective services
2. computer analyst / architect
3. architecture / robotics engineering
e. people out of ten will consider
architecture as their best career option.
1. three
2. four
3. one
4. Read this career orientation test. 5. Now write a career prospect for Jonathan
based on his test results.
Career OrientationTest for
Jonathan Burke
Logical reasoning
Language skills
Creative skills65 %
20 %
10 %
5 %
(make a prediction)
(state a plan)
(make a prediction)
Key Expressions
out of: a number indicating
choice or selection from a group.
Reading and Writing
67
Ansers may vary.
141

Reflect on Values
Always Never
I value other people’s abilities and talents.
I show respect towards other people’s choices.
I see the value of all careers and occupations in society.
Gap Activity
Student A
goes to page 90.
Student B
goes to page 92.
J.K. Rowling ________
_________________
of writing and created
the famous Harry Potter
book series.
His company had
technological innovations
every year. He was the kind
of person who _________
_______________
______________ among
the most humanitarian
women in the world.
Kumon created his
famous math academies.
People who study there
become _____________
________________.
Lesson 4
CreativeThinking
1. Read the profile. Pay attention to the idioms
in color.
Dean L. Kamen was one of the
most important recent inventors;
he was the cream of the crop with
the newest ideas about transport.
Kamen went to college, but he
did not stay there for a long time.
He decided to call it quits to
starting working on his own ideas.
He eventually learned the ropes
of inventing with many amazing
creations.This inventor is famous for
“reinventing the wheel” as he created
is a good example of Kamen’s genius;
he used to think out of the box in
the search for new inventions. Kamen
was a number cruncher because of
his many talents in mathematics. His
calculations helped him to patent
many of his inventions.
2. Select the definition that best replaces each
idiom in the profile.
a. was the cream of the crop in line 3 can be
replaced with…
1. was the least important person
2. was the most famous person
3. was the richest person
b. to call it quits in line 7 is…
1. to call someone from home
2. to put an end to an activity
3. to begin an activity
c. learned the ropes of in line 9 is…
1. learned how to do something
2. learned how to do a job correctly
3. learned how to teach something
d. to think out of the box in line 15 is…
1. to think aloud
2. to think creatively
3. to think carefully
e. a number cruncher in line 17 is a person who…
1. works poorly in mathematics
2. has a hard time with numbers
3. is good at numbers and calculations
3. Look at these famous inventors or creative thinkers. Use the idioms to rewrite the idea.
Joanne Rowling Melinda Gates Toru Kumon
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
68
learned
thinks number
the cream
the ropes
out of the box.
crunchers.
of the crop
142

Lesson 4
CreativeThinking
Planning
learners to use daily
idiomatic expressions
related to achievements
and personal success.
Defines idioms.
Uses idioms in every conversation.
Evaluates group work.
to call it quits
the cream of the crop
to learn the ropes
to think out of the box
to be a number cruncher
Associating
idiomatic
expressions
to a particular
context
Give students names of some of the inventors in unit 1.
Review what they remember about these famous inventors.
You can direct students’ attention to the idioms. For
instance, you can ask them if they think thatThomas Edison
was a really famous inventor, in other words, the cream of
the crop among inventors of his time.
PRESENTATION
1. Read the profile. Pay attention to the idioms in
color.
understanding by asking them some questions. Point to the
idioms and have students guess their meanings by using
contextual information.Guide their answers so that they are
ready for the next exercise.
2. Select the definition that best replaces each
idiom in the profile.
Tell students to go to the reading again to complete the
activity.Check students’ answers and have them think about
these expressions regarding their everyday lives. You can
intonation and pronunciation patterns.
PRACTICE
3. Look at these famous inventors or creative
thinkers. Use the idioms to rewrite the idea.
Ask students about the people in the pictures. Provide them
with information about each person so that students get
ready for the activity.Then have students solve the exercise.
You can discuss the reasons for their answers since they may
Tell students to think about one talent they are sure they
have. For instance, they are good at sports, games or their
studies. Have them think that each one of their talents
contributes to the class in some way.Then ask students what
they want to achieve in life and possible ideas to get there.
Gap Activity
Tell students that they are going to create some dialogs
about people and their career prospects according to the
information in some pie charts. You need to model a dialog
so that they know how to use the information in their dialogs.
68143

Before they evaluate their cooperative work, have students
think of what each person did for the group and give him/her
some recognition.
have a much more comprehensive discussion about group
work since they have been evaluating the same criteria in
the previous units.You may ask students if they found some
points about group work that are worth mentioning.
Ask students if they are familiar with poster presentations.
Write down their ideas and be ready to make connections
with the exercise. Have students do the reading to check if
their ideas were similar to the ones in the short paragraph.
Have students solve the questions about poster
presentations. Clarify any doubts so that they proceed to
clarify their ideas for the poster presentation they have.
Remind students that they have to comply with the criteria
for poster presentations that they just learned.
Now it is time for students to get ready for their
presentations. Insist on the idea that they need to prepare
their presentation in terms of both content and the language
they will use. Rehearse with the groups so that they cover
the elements of their presentations. You can help students
with the language expressions they will use in their project
presentation.
Share Your Project
69144

• Think of the main ideas about
your career or occupation.
• Be emphatic about the
importance of the career.
• Give some future predictions
about this particular career.
ShareYourProject
Useful Expressions
• I/We think “X” is the career of the future …
It will… because…
• Young people are going to…
• As a professional in “X,” you will…
You should…
Read the following ideas about working collaboratively. Grade them in order
support your answers.
2. Poster Presentations
A poster presentation is an oral
production which is very similar to
writing a text, so you need to make
an introduction, a body and give
conclusions.
In the introduction you can talk about
the title of your poster, why you chose
it and what it represents, and how you
organized your poster, that is, if you used
columns from left to right, or other forms
of organization.
In the body of your talk you can explain
the contents of your poster, that is,
talk about the career you chose as your
subject. At that moment you can talk
about your predictions for such a career
or occupation.
In the conclusion, you could mention the
advice you may give to those people who
might get interested in such a career or
occupation, as well as state what you
learned through doing the activity. In the
considerations about making visual aids
to communicate ideas, which in this case
is the poster.
Real Communication
3. Answer the following questions.
a. How many parts does an oral production have?Why?
b. What can you talk about in the introduction?
c. What can you talk about in the body?
d. What can you talk about in the conclusion?
69
Three. Because it is similar to writing a text.
About the title and what it represents.
You can explain the contents.
You could mention the advice and state what you learned trough doing the activity.
145

Comic
AWhizKid:ThomasAlvaEdisonRead and listen.
1. .
3. Boston, 1870.
4. Menlo Park,
NewYork, 1876.
5. Edison’s workshop, August 1877.
6. Edison’s workshop,August 1879.
2. Later that day at the train station...
I created a new
toy. I am going to
be an inventor.
This phonograph
will help people
record their voices
and music.
This is my
workshop.
Now I will
have time to
work on my
ideas and
inventions.
What are you going
to do with those
newspapers, son?
I am going to
sell them on the
train. People will
have something
to read, and I will
have more money.
How are we
going to count
all these votes?
I have this machine
that will count the
votes for you.
Bulb light will give
people longer days.
Why are you so happy?
I will do more things
at night now.
70146

Comic
AWhizKid:ThomasAlvaEdison
Read and listen. )
Get ideas from the students about activities that people
do throughout their lives from birth to the old age. Classify
these activities accordingly. Now ask students if they feel
the lives of inventors and creative people are similar to
those of ordinary people. Now have them think of the life
of an inventor such as Thomas Edison. Ask them to think of
possible activities he did in his life as a child, a young boy, an
adult and a middle-aged man.
Read and listen.ed)
Have students listen to the comic, still with their books
closed. Then tell them to open their books and go to the
comic. Have students summarize the story line of the comic.
Check their understanding and provide further vocabulary
for some of the ideas in the story.
fromThomas Edison’s hard work.
70147

Quiz Time
think of possible re-teaching activities in order to clarify any
doubts.
1. Complete the advertisements. Use the Word
Bank.
think of all the options in the exercise. Tell them to pay
special attention to the information in the ad to select the
most appropriate occupation.
2. Underline the appropriate use of the future
tense in the paragraph.
Tell students that the purpose of this activity is to review the
use of will and be going to. Have them think of each one of
the uses and the language expressions that people use to
distinguish them.
3. Complete the dialogs with the idioms in the
Word Bank.
Tell students to go to the paragraph and a give it preliminary
reading. Have them look at the Word Bank so that they are
able to relate the idioms with the content of the dialogs.Tell
them to complete the exercise.
Self- Evaluation
Take each one of the items and discuss it with your class.
this point of the unit, so they also become aware of the need
for a clear understanding of their own skills. This way they
the expected goals.
Glossary
Tell them to read the Glossary using the same criteria they speech, examples and the use of synonyms and antonyms.
Then have them solve the glossary activity page for the unit.
71148

Quiz Time
Self-Evaluation
Talk about some professions and occupations.
Write a career prospect.
Use graphs and tables to aid reading comprehension.
1. Complete the advertisements. Use the Word Bank.
A
is needed to
design special
for a new movie
company.
An educational
company needs a
to make its
product accessible
to blind people.
A
is required for
a company’s
line in children’s
products and
entertainment.
A new company
needs a
for making special
for young people.
A
is needed for a
new construction
project in the city.
Word Bank
3. Complete the dialogs with the idioms in the Word Bank.
2. Underline the appropriate words in the future tense in the paragraph.
Conversation 1
Peter:What are you going to study?
Mike: I am a ,
so I will do something with mathematics.
Conversation 2
Mary:Will you study fashion design?
Anne: I still don’t know, but it has to be
something creative.You know me; I like to
.
Conversation 3
Josh:
production?
Mike: I certainly did. I
of music production. As a result, I am going
to start my own record company.
Conversation 4
Patricia: Did you hear about Nicole?
Melanie:
in medical
science
Patricia:Well, she had the best professors.
WordBank
• to be a number
cruncher
• to call it quits
• to learn the
ropes
• to be cream of
the crop
Mark is a young boy in his last year of high school.
He studied several career options. He thinks
technology is the future, so he (is going to – will)
intelligence. In fact, he (is going to – will) register
for an introductory course on robotics at the
university next week. After the course, he (is going
to – will) decide on his future as a university student.
(is going to – will) travel around some
countries during the summer. He has a travel plan
to visit some countries. Mark also thinks his future
(is going to – will)
relationships because he is good with people. He
taught mathematics to teens in high school. As a
result, he (is going to – will) probably study human
sciences together with technology.
• landscape architect
• computer programmer
• movie director
• Braille translator
• toy designer
71
toy designer
number cruncher
think out of the box
learned the ropes
the cream of the crop
landscape computer
a moviearchitect programmer
directorBraille translator
149

Glossary
A
a message used
The movie advertisement is
in the newspaper today.
The analyst
evaluated the business results.
applicant: n. a person who applies
for a particular position related to
work or studies (syn. candidate,
aspirant).
C
career: n.
or work. He had a successful career
in medicine.
computer programmer: n. a
person who runs and tests
programs for computers.
console: n. an electronic device
used to run games on screens such
as television sets.
D
documentary: n. a movie that is
intended to show evidence of a
particular view of reality.
disease: n. a condition of organism
(syn. illness, ailment; ant. wellness,
health)
To be a number cruncher: to be
good at numbers.
To be the cream of the crop: to
be the best in an activity.
To call it quits: to put an end to
an activity.
To learn the ropes: to do a job
correctly.
To think out of the box: to think
creatively.
To have a sweet tooth: to be
willing eat all kinds of sweets
To follow someone’s lead: to
imitate, to replicate somebody’s
idea.
out of: a number indicating
choice or selection from
a group.
H
health: n. general condition
The doctor said she was in
good health.
v.
They hired him as a
medical researcher.
M
maintenance: n. the act of
maintaining something in good
condition.
O
occupation: n. a particular activity
people do as a way of living.
odd: adj.
(syn. strange, weird; ant. common,
normal).
P
party planner: n. a person whose
job is to be in charge of preparing
social events such as weddings.
The poisonous snake bit a
tourist guide.
S
v. She is
seeking a job in robotics.
T
translator: n. a person who
transfers sets of symbols into
others.
taster: n. a person who is able
opinions.
tester: n. a person whose job is
to use an object or equipment to
check their quality and service.
(syn. reviewer, checker)
72150

Unit 5
GlossaryActivities
1. Match the words in columns A and B to
make up words related to occupations.
COLUMN A COLUMN B
1.
2. translator
3.
4. Braille tester
2. Find in the glossary words that are related
to the ones in the chart.
GLOSSARY WORD WORD ASSOCIATION
v.
adj.
v.
v. test
v. taste
3. Read the words and find a synonym in the
glossary list.
Words Synonym
reviewer, checker
4. Complete the dialog.
Luis:
Luis: (a) . I
(b) .
Luis:
Luis: (c)
5. Write the idiom that goes with each of the
following definitions.
A
6. Write the names of the following objects or
occupations.
97
number cruncher
The cream of the crop
To call it quits
To learn the ropes
To think out of the box
console
analyst
taster
tester
console
hire
tests
3
4
1
2
analyst
health
applicant
tester
taster
odd
ailment
tester
applicant
72151

LifetimeAchievements
UNIT
6
Listening
Comprehension
Can understand
or broadcast.
Listens for specific information such as names,
verb forms or particular details.
Follows conversations and provides specific
information to complete charts.
Reading
Comprehension
texts with a
large degree of
independence.
Predicts the content of a reading by working on
knowledge activation activities.
Understands the subject being talked about in a
reading by combining previous knowledge with
the information in the reading passage.
Uses reference words to keep track of ideas in a
reading.
Infers information from facts presented in a
reading passage.
Oral
Interaction
Can give a short
presentation on a
Describes talents and abilities for particular jobs
or occupations.
Uses idioms to talk about life achievements.
Oral
Expression
Can give or ask
for information on
general knowledge
topics.
Asks and answers questions about career choices
and occupations.
Uses formulaic expressions to keep the flow of a
conversation.
Written
Expression
Can write clear and
well-structured
texts about general
information.
Writes a short composition about the
achievements of a famous person.
73152

UNIT General Objective
You will be able to talk about people and their
achievements.
Communication Goals
• talk about achievements.
• describe people’s personal
• use reference words to aid reading
comprehension and achieve cohesion
in writing.
Topics
• Inspiring Young People
• A Life of Achievements
• Inspirational Lifelong Learners
• Success Stories
Vocabulary
• Vocabulary related to achievements
• Words about personal characteristics and
abilities
Grammar
• Present Perfect tense
• Time Expressions with the Present Perfect tense
• Past Participle forms of regular and irregular
verbs
• Back to square one
• To have come a
long way
•
• A moment of truth
Project
Nobel PrizeTimelines
You’ll work in groups to make a timeline
presentation of a Nobel Prize winner in
LifetimeAchievements
6
Discuss:
• What are your
lifetime goals?
• How can you
become an example
for younger people?
• Have you met
people who are
inspirational?
153

Ericka
Samantha
Tom
Bert
Mathew
intelligent sensitive
artistic
musical
win a trophy win a medal
sporty creative
win a tournament
social
Pronunciation
If a word ends in a consonant
and the next word begins
with a vowel, the two sounds
will occur together.
win a trophy
win a medal
win a tournament
Lesson 1
InspiringYoungPeople
1 Listen to the description of these people’s lives and achievements and write their names.
2. Listen again and write on each card the initial of the
corresponding person (B, S, E, T, M).
Vocabulary Strategy
Associate words with pictures
to remember them better.
Key Expressions
Whiz-kid: A young person whose
career advances quickly.
Listening Strategy Look at images to activate your previous
knowledge. It helps to anticipate the content of what you will listen to.
Tom
S
74
Mathew Samantha Bert Ericka
B
T B
E
T
T
E
SE
154

Review with your students words and expressions to
describe people in terms of both physical appearance and
personality.
Write down the words since this vocabulary will help them
in this unit.
You can also ask students to give you ideas on how they feel
they have changed from the time they were little.You need
to help them categorize these ideas into physical aspects,
psychological aspects, talents and abilities.
Tell students to open their books to page 75.
Have them describe the pictures. Ask them if they feel they
Ask students what they understand by the title of the lesson:
“Inspiring Young People.” Have them predict some of the
talents and abilities of these youngsters.
1. Listen to the description of these people’s lives
and achievements and write their names.
Tell students to listen to the audio to catch the general gist of
it. Ask them to give you the general ideas they understood.
Tell them to write down the names of the teenagers in the
pictures.
Lesson 1
Planning
This lesson will
enable learners
to exchange
information
about talents,
abilities and
achievements.
Identifies and uses
words to describe
people’s talents and
abilities.
Makes descriptions
of people in terms of
talents, abilities and
achievements.
Structures
S+V (to be) + complement
I am…/I was…
Questions about personality and abilities
What were you like as a child?
What are you like now?
Vocabulary
intelligent, sensitive, artistic, social, musical, sporty,
creative, win a medal/tournament/trophy, whiz-kid
Associating
images and words
to remember
them better
Transfering audio
information on to
a chart
2. Listen again and write on each card the initial of
the corresponding person (B, S, E, T, M).
Before students listen to the narration, refer them to the
ListeningStrategy.Havethemexplainwhattheyunderstand
by it and have them tell you as many details from the
pictures as they can. Once you have established what these
teenagers are like, have them guess which picture and
description might go with each person.
Then play the audio and ask them to write the initials in the
corresponding squares. Have them compare the answers
with their predictions.
Pronunciation
Work with students on the pronunciation of series of words
As a result, the last consonant becomes a syllabic sound.
Ask students directly what they think they are like, so
that they use words such as: intelligent, sensitive, artistic,
social, musical, sporty and creative, and, if possible, the Key
Expression.
74155

PRACTICE
3. Listen to the description again and complete the
chart. Then correct the sentences below.
Refer students to the Listening Strategy. Ask them what
charts or graphs. Explain to them that usually they do not
need to understand absolutely everything from a lecture
or an audio; they just need to pay attention to content
words that usually carry the most important information.
Have students complete the exercise after they listen to
the isolated words in the columns, and then working on the
sentences below the chart, so that they correct them based
on the listening.
APPLICATION
4. Follow the model to create dialogs about your
personality, abilities/talents and achievements.
Have students read the information in the chart. Ask them
to think of the characters in the pictures.
need to create dialogs that resemble an interview. Ask
them to pay attention to the questions and the answers in
the model dialog. Role-play a conversation with one or two
students. Then let them work in pairs to create their own
dialogs. Jump in when you feel it is appropriate to help your
students with their conversations.
EXTRA IDEAS
You may give students a list of famous people.
You will take on the role of each one of them by answering
students’ questions. The students will guess the famous
character you are impersonating. Students may ask both
yes/no questions and information questions.
Project Stage
First, review with students the purpose of the group project
and the expectations of the group as a whole and of each
Latin America. Next, establish the elements you expect to
box.You can also give them some other examples to explore
in their research.
75156

I was very creative.
I always liked the
cinema. Moreover,
I have enjoyed
movies all my life. I
like good stories.
What were you
like as a child, Mr.
Spielberg?
Were you creative
as a young boy?
•
E.g. I think our timeline should be about a scientist. Marie Curie was very intelligent and creative.
Project Stage 1
Inspiring teen Personality Ability/Talent Achievement
Tom music
He has been a solo performer for his orchestra in
some concerts.
Bert sensitive He has worked as a volunteer for seven years.
Mathew analytical
Ericka sporty
Samantha intelligent
She has sold her designs to some famous designers
in Europe.
You Your Partner
Personality
What were you like? I was…
What are you like? I am…
Abilities/ talents
What are you good at? I am good at…
What are your abilities? I can…
Achievements
Have you won a medal/
trophy?
Yes, I have.
No, I have not.
But I have…
3. Listen to the description again and complete the chart. Then correct the sentences below.
4. Follow the model to create dialogs about your personality, abilities/talents and achievements.
a. Tom has played the saxophone all his life.
b. Bert has been a very creative person all his life.
c. Ericka has been curious about trains.
d. Mathew is very competitive.
e. Samantha is a very social person.
Listening Strategy
Use charts to transfer
information from
audio CDs.
Having categories to
classify information
will facilitate listening
comprehension.
75
He has played the saxophone since
Bert has been a very sensitive
She has always been sporty.
He has been curious about trains all his life.
She is a very intelligent person.
creative
curious He has learned the ropes of train driving.
She has won four championships since 2005.competitive
imaginative
social
the year 2005.
person all his life.
157

Base form of the verb Past form Past participle form
take took
participate participated
receive received
practice practiced
win won
be was/were
Lesson 2
ALifeofAchievements
1. Listen to the conversation and fill in the blanks. Use the Word Bank below. Then
2. Complete the chart with the past participle form of the verbs.
Alan: Can I see those pictures on your
table?
Patricia: Sure.This is me when I was eight.
I have taken of all my
activities.
Alan:You were an , then.
Patricia: I have practiced
since I was little.
Alan: Have you participated in
yet?
Patricia: Actually, I have. I won a
tournament when I
was ten.This is me when I received my
.
Alan: Have you been in other tournaments
since you were ten?
Patricia: No, I have not been in other
tournaments. I have taken up other
activities such as and
. I have played the
for the last two years and
I have studied art. I like painting.
WordBank
table tennis
free time
athlete
trophy
music
pictures
sports
arts
guitar
tournament
Reflect on Grammar
Present Perfect
Negative Questions
I have taken pictures of all my free
time activities.
I not in other
tournaments.
Have you in
tournaments yet?
She has pictures of
all her free time activities.
She not in other
tournaments.
Has she in
tournaments yet?
Use have/has as a helping verb. Add the word not for negative ideas.
Place the helping veb have/has at
the beginning of questions.
The Present Perfect tense expresses that an event began in the past and in the present or has
or
Simple Past: I won a table tennis tournament when I was ten.
Present Perfect: I have won table tennis tournaments all my life.
The verbs in the Present Perfect take their past participle form.
Regular verbs Irregular verbs
practice practiced practiced take took
participate participated win won
Pronunciation
Some past participles have
similar spellings and similar
pronunciation.
/ / bought
thought
taught
brought
caught
/ / ridden
written
awaken
spoken
stolen
taken
taken
pictures
76
tennis
free time
athlete
some sports
music
arts
guitar
have
has
been been
been
taken
wonparticipated
participated
received
practiced
won
been
been
trophy
tournaments
158

Lesson 2
ALifeofAchievements
Planning
This lesson will
enable learners
to talk about life
achievements.
Identifies and uses the Present
Perfect tense to talk about
events that began in the past
and have effects in the present.
Establishes the duration of
actions in the Present Perfect.
Structures
Present Perfect tense with the auxiliary
have/has +V (past participle)
Vocabulary
table tennis ,free time, athlete
trophy, music, pictures, sports
arts, guitar, tournament, take,
participate, receive, win, practice, be
Establishing
patterns
between the
endings of some
irregular verbs
in their past and
past participle
forms
You may ask students to bring pictures of themselves when
took part in a particular school or sports event.
If these pictures are not available, then you can bring sample
pictures of young kids taking part in sports or music events.
1. Listen to the conversation and fill in the blanks.
Use the Word Bank below. Then complete the
grammar chart.
Have students read the title of the lesson and tell you what
they understand by it. Then have them read the dialog with
the blank spaces and discuss the same question again. After
that, have them listen to the audio and start completing
dialog several times.
solve it. Provide students with input as they require, it in
terms of the structure and the meaning of this particular
tense.You need to be ready to provide further examples or
contexts where the Present Perfect is likely to be used.
PRACTICE
2. Complete the chart with the past participle form
of the verbs.
You can have students look at the verb list and complete it.
Review the regular past tense ending and irregular verbs.
Tell students to notice that even the irregular verbs may
have regularities, like the verbs in the pronunciation box.
Pronunciation
Have students repeat the verbs in this activity individually
and chorally.
EXTRA IDEAS
You can give students other verbs so that they add them to
their lists of irregular verbs. Remember to have students
give you ideas about the verbs they are learning. You can
also take each one of the verbs and explore ideas a little bit
further. For example, the verb: teach-taught-taught. Ask
them to make conversations using the verb taught, like:
Who teaches English/Spanish this year? Did he/she teach it
last year?Who has always taught it?
76159

PRACTICE
3. Complete the following paragraph with the
Simple Past or the Present Perfect. Use the
verbs in parentheses. Then listen to confirm.
them read the paragraph silently. Ask them to complete
students rephrase the content of the exercise.
You can ask them to think of somebody they know and have
them describe his/her life. Encourage them to use the verbs
in the paragraph to build their descriptions. For example,
they can think of people such as Justin Bieber or the Jonas
Brothers.
4. Look at these events in Selena’s life and decide
if they occurred at a specific time in the past (P)
or if they establish a relationship between the
past and the present (PP).
Tell students that there are certain words that go with the
Present Perfect in order to establish the duration of activities
These words are the adverbs of time: already, for, since, and
yet.
Tell students to solve the activity using events from Selena´s
pay attention to both the explanations and the examples.
5. Complete the following dialogs using the time
expressions for the Present Perfect tense.
Tell students that the purpose of this particular exercise is to
practice the use of the adverbs of time that usually go with
ideas in the Present Perfect tense.
You need to prepare some other examples where students
need to use these adverbs of time.
Project Stage
Ask students to work with their teammates on the ideas
they have for the presentation on a Nobel Prize winner.
Insist on the idea that they need to present interesting
information about this person. It is good to show aspects
from his/her childhood and adolescence. It is also important
to emphasize the talents and abilities that this particular
person has shown all his/her life.
77160

• Find all the information about your Nobel Prize winner. Categorize the information.
E.g. Rigoberta Menchú won the Nobel Peace Prize in 1992. She was born in Guatemala. She
has worked for human rights.
Project Stage 2
3. Complete the following paragraph with the Simple Past or the Present Perfect. Use the
verbs in parentheses. Then listen to confirm.
Selena Gómez was born in 1992. Since she was a little girl, she (show) (a)
an enormous talent for acting. First, she (take) (b) a job on a show called
Barney and Friends in 1999. She (be) (c)
(receive) (d) some nominations for her acting. She
(win) (e) some awards such as the Nickelodeon Kids’ Choice Award for
her role on the showWizards ofWaverly Place. Selena (show) (f)
her abilities as a singer as well. She (record) (g) songs for
her television shows. In 2008 she (start) (h) her band Selena
Gomez and the Scene.
4. Look at these events in Selena’s life and decide if they occurred at a specific time in the past (P)
or if they establish a relationship between the past and the present (PP).
a. Selena was born in 1992.
b. She took a job on a show called
Barney and Friends in 1999.
c.
years.
d. She has shown her abilities as a
singer.
5. Complete the following dialogs using the time expressions for the Present Perfect tense.
Joseph: How long have you practiced karate?
Helen: I have done it three years.
Joseph: Have you won any tournaments ?
Helen: I have won two championships .
Helen: How about you?Will you practice karate again?
Joseph: I have not practiced it 2010. I had
a serious accident that year. I will probably train again
in a couple of months.
Reflect on Grammar
Time Expressions in Present Perfect
For Since Yet Already
the duration
or repetitions
of an action
or event until
the present.
It shows the
beginning
of an action
in the past,
which is still
in progress.
It shows some
expectations
about the
occurrence of
an event (by
the time of
speaking).
It
occurrence
(before
the time of
speaking) of
an expected
event.
I have
studied
music for a
year.
I have
studied
music since
January.
Have you
studied yet?
I have
already
studied.
has shown
for
77
took
has been
has received
has won
has shown
has recorded
started
yet
already
since
P
P
PP
PP
161

Lesson 3
InspirationalLifelongLearners
1. Do you know any of these personalities? Answer the
following quiz about their professions.
a. GeorgeWashington was…
1. a president of the
United States
2. a writer
3. an inventor
b. NikolaTesla was…
1. an inventor
2. a writer
3. an athlete
c. William Gates is…
1. an inventor
2. a writer
United States
d. Walt Disney was…
1. an inventor
2. a scientist
United States
e. QuentinTarantino is…
1. an inventor
2. a movie director
United States
f. Florence Nightingale was…
1. a writer
United States
3. a nurse
2. Read the text Lifelong Learners and write the name of the corresponding person in each
paragraph.
What do Quentin Tarantino, Florence Nightingale, George Washington, Bill Gates and Nikola Tesla have in
common? They accomplished great achievements in their lives, yet none of them got a formal education.
Instead, they decided to follow their own ideas and projects.
but he enjoyed mathematics very much. In fact, he worked with his family as a surveyor, that is, a person
who examines property such as houses and gives an evaluation to assess their value. Later in his life, he
participated in the American war of independence against Britain and became president.
was a British woman who became a model for nurses around the world. She
decided to help British soldiers who had war injuries, so she spent her life as a nurse. She also worked
hard to have better hygienic conditions for patients in hospitals. Florence’s greatest achievement was the
recognition of nursing as an important profession.
wenttotheuniversityinAustria,buthedidnotcompletehisstudiesinengineering.
Tesla did a lot of reading and spent a lot of his time developing his ideas which he believed were visions
for inventions or projects he had to do. Part of his fame was his personal competition with Thomas Alva
Edison in the United States where he had moved to become an American citizen. Tesla’s achievement was
for the military.
computational skills since he
career because he had various interests related to computer projects. He joined other colleagues at Harvard
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
Lifelong Learners
78
George Washington
Florence Nightingale
Nikola Tesla
William Gates
162

Lesson 3
Inspirational LifelongLearners
Planning
learners to activate prior
knowledge to predict the
content of a text.
Use referents to keep track of
ideas in a text.
Predicts the content of
a reading by working on
knowledge activation
activities.
Uses reference words to
establish the relationship
among ideas in a reading.
Vocabulary
inventor, writer, movie
director, president, nurse,
Washington, NikolaTesla,
Nightingale
Using reference
words to keep
track of ideas in
a text
WARM UP
Ask students if they understand the phrase: ”inspirational
lifelong learners“. Work word by word with them so that
they understand the phrase.
Be prepared to have an example of a person who has
accomplishedsomeachievementswithoutnecessarilybeing
educated in college.You may take, for instance, people like
actors, actresses or singers. There are also other possible
Pre-Reading
1. Do you know any of these personalities? Answer
the following quiz about their profession.
Tell students that the idea of this exercise is to see how
much they know about these famous people. Tell them
to solve the exercise and check their answers. You can ask
students to give you some extra information about each
character. Do not forget that the idea is to have students
activate their previous knowledge in order to facilitate
While-Reading
2. Read the text Lifelong Learners and write the
name of the corresponding person in each
paragraph.
establish of the famous person being talked about in each
paragraph. Have students read the text out loud. Check
their understanding by establishing what each one of the
celebrities is or was like.
You can have students either make a main idea map of the
reading or summarize it.You need to tell students that they
already have a range of reading strategies at their disposal
which they can use to gain a more thorough undestanding.
78163

Post-Reading
3. Read these statements about the famous
people in the readings. Write their names in
front of each one of the statements.
Work with students to help them understand that the
to guarantee a thorough understanding.
Tell them that many times reading requires not only
information that is stated in the text but also information
that needs to be inferred based on external factors, such as
Have students do the exercise and check their answers.You
may invite students to provide similar statements to the
ones in the exercise, based on the information they possess
about some of these people.
4. Use reference words to link information in a
reading.
some examples with information from this unit or previous
elicit some more examples with some of the words in it.
Finally, have students do the exercise on reference words.
Check their answers by going back to the text.You may give
students some extra practice by providing paragraphs in
which they have to identify references words to establish
links among sentences.
5. Complete the paragraph about another
personality who is alive. Use the appropriate
reference words to complete the ideas in the
text and finish with the Present Perfect tense.
Tell students that the purpose of this exercise is to see how
processes, such as referencing, contribute to the cohesion
of ideas in a paragraph. Students will write their paragraphs
following some examples about the use of reference words
and tenses.
Bring a sample paragraph and show it to the class so that
they know how to work on their own in activity 5.
Monitor to help them with their ideas. Have students share
their paragraphs with a classmate. Finally, select some
paragraphs for some general class comments.
EXTRA IDEAS
Tell students to go back to previous units and select a
dialog or a reading. Tell them to pay attention to the use of
with the class.
Project Stage
Atthisstagestudentshavetobereadywiththeirideasabout
their Nobel Prize winner. Nonetheless, help them with ideas
they are unsure of. Remind students that their project needs
to incorporate the ideas in the unit. For example, if they are
to present a Nobel Prize winner, they need to incorporate
aspects of their lives as children or adolescents, as well as
their talents and abilities. Finally, they need to state the
achievement for which this person was awarded the prize.
79164

3. Read these statements about the personalities in the readings. Write their names in front of
each one of the statements.
a. He enjoyed mathematics very much.
b. He learned the ropes of movie making in a store.
c. She helped soldiers who had injuries.
d. He had very good computational skills.
e. He competed withThomas Edison over their inventions.
f. The personalities in the reading were all Americans except
g. The personality that lived in the XVIII century was
• Organize the events of your Nobel Prize winner in order.
E.g. Rigoberta Menchú was born in Guatemala in 1959. As a child she helped her
family on their farm. She became a political activist when she was a teenager.
Project Stage 3
Reading Strategy
Use reference words
to keep track of
ideas in a reading.
Reading and Writing
5. Complete the paragraph about another personality who is alive. Use the appropriate reference
words to complete the ideas in the text and finish with the Present Perfect tense.
(name) is an (nationality) Nobel Prize winner in .
(subject pronoun) was born in (place) in (time).
(subject pronoun) developed (possessive adjective) career in
. (name) began his/her career as a (profession).
Since (time) (subject pronoun) has (past participle)
(complement).
4. Use reference words to link information in a
reading.
1. They in line 2 refers to .
2. His in line 6 refers to .
3. She in line 8 refers to .
4. His in line 14 refers to .
5. He in line 19 refers to .
6. He in line 25 refers to .
7. They in line 28 refers to .
and started his own computer company years later. William Gates’ achievements
have always been represented in his eagerness to work on new and creative ways
to use computers.
is an American movie director, writer and actor whose
movies have changed the traditional ways to tell stories. He became interested in
many of his ideas about script writing and movie making.
They
at school, such as direct experience, relatives or friends and reading books.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
Reflect on Grammar
Reference Words
These are words used to avoid repetition in writing.
They refer to ideas presented earlier. Some common
referents are:
Subject pronouns I, you, he, she, it, we, they
Object pronouns me, you, him, her, it, us, them
Possessive adjectives my, your, his, her, its, our, their
George Washington
79
Quentin Tarantino
Quentin Tarantino
William Gates
Nikola Tesla
Florence Nightingale.
George Washington.
All the personalities
George Washington
Nikola Tesla
William Gates
Quentin Tarantino
All the personalities
Answersmayvary.
165

Gap Activity
Student A goes to
page 90.
Student B goes to
page 92.
Reflect on Values
I value other people’s achievements.
I respect people’s ideas and projects.
I see the value of helping people who are less
privileged.
Lesson 4
AMomentofTruth
1. Listen and read this conversation about successful teens.
Anthony: Did you hear about Mary?
Emily: No, what about her?
Anthony: She has come a long way with
her clothes designing.
Emily: Oh, yes, she has. Even though she
has had to go back to square one with her
designs.
Anthony: I remember she had a moment
of truth with her business last year. She
almost closed it.
Emily:
moment. Sometimes people think their
ideas .
Anthony:Yes, you are right.You have to
believe that your ideas will be successful.
Emily: I have known Mary since she was a
little girl, and she has always achieved her
goals .
2. Match the idiom on the left with the definition on the right.
3. Complete the sentences with the idioms in activity 2.
a. I in my studies. I am going to graduate
in a year.
b. The idea of sending men to Mars . Mars
is really far from the Earth.
c. Journalists evaluated the athlete’s great performance
.
d. We have an important exam tomorrow.We will have
to end our school year.
e. They will have to with their party plans.
They have cancelled the celebration. It will take place next month.
Have you come
a long way in
your studies?
IDIOM MEANING
a. to go back to square one 1. a decisive moment
b. to come a long way 2. be unsuccessful
c. 3. to start again from the beginning
d. 4. achieve something with a lot of
success
e. a moment of truth 5. progress a lot
4. Talk with your partner about
your school life.
exams next week. It is
going to be a moment
of truth.
e
80
have come a long way
c
a
d
b
a moment of truth
go back to square one
166

Lesson 4
AMomentofTruth
Planning
learners to use daily
idioms related to
achievements and
personal success.
Defines idioms.
Uses idioms in daily conversations.
a moment of truth
to have come a long way
to go back to square one
Associating
idiomatic
expressions
to a particular
context
Have students guess the meanings of the idioms for
appropriateness of their ideas. Have them listen to the audio
PRESENTATION
1. Listen and read this conversation about
successful teens.
Have students listen to the conversation and follow it in the
book. Ask them some questions to check comprehension,
based on the dialog. Make sure they get the idea of the
idioms based on the context.
Have them think of other possible life experiences or
circumstances where they can use these idiomatic
expressions.
2. Match the idiom on the left with the definition on
the right.
Have students do the matching exercise. Then provide real
life situations that match the meaning of the idiom and have
students give you their ideas.
PRACTICE
3. Complete the sentences with the idioms in
activity 2.
Have students read the sentences. Ask them the most
appropriate idiom to use. You can expand on this idea by
having them use the idioms to develop a particular situation,
like having people go to Mars or having exams tomorrow.
Tell students to look at the person in the wheel chair. Ask
them to think about their own lives without limitations and
the achievements that they can have .
Ask them if they know about people with special life
circumstances, who still manage to succeed in life.
Gap Activity
Tell students that they will guess the name of some people
based on some information they have about them.The idea is
to ask and answer questions in order to establish the identity
of a person based on his/her talents and achievements.
80167

Before they evaluate their group work, have students think
of what each person did for the group and give him/her some
recognition.
Discuss your experience
from 1 (the most important) to 5 (the least). Be
possible problems with each one of the descriptors.
2. Read and decide if the statements below are
true (T) or false (F).
Ask students if they are familiar with timelines. Write down
their ideas and be ready to make connections with the
exercise. Have students do the timeline exercise in the book.
Youcanaskstudentstomaketheirowntimeline,forexample,
by connecting aspects of their lives with achievements in
science and technology.
Nowitistimeforstudentstogetreadyfortheirpresentations.
Insistontheideathattheyneedtopreparetheirpresentation
in terms of both the content and the language they will use.
Ask students to rehearse with their group so that they cover
all the elements of their presentation.You can help students
with the language expressions they will use for their project.
Share Your Project
81168

• Think of the main ideas about your Nobel
Prize winner.
• Organize the events based on the most
important turning points in a person’s life.
• Show the progression of events in the
person’s life.
ShareYourProject
Useful Expressions
• Our Nobel Prize winner is/was… He/She was…
• He/She received the Nobel Prize in…
• He/She had abilities for…His/Her most important
achievements are…
Timelines are visual
representations of the
most important events
in a person’s life.
Timelines are very
as history.
The important
dates are the
turning points in
a person’s life.
Timelines can run on
either a horizontal or
a vertical axis.
The organization of
events takes intervals
of time and labels
important dates.
Real Communication
Read the following ideas about working collaboratively. Grade them in order of importance from
1 (the most important) to 5 (the least). Be ready to support your answers.
1. Timelines show all events in a person’s life.
2. Timelines show the most important events in a person’s life.
3. Timelines can run only on a horizontal axis.
4.
Timelines
2. Read and decide if the statements below are true (T) or false (F).
81
Answers may vary.
F
T
F
T
169

Game
PlayTimePlay with your partners. The first one to reach the end of the journey wins. Throw the dice
to move your counter on the grid. If your answer is incorrect, you miss a turn.
Who has starred
the Pirates of the
Caribbean saga?
Who has played the
Spiderman character in
Describe a city
you have visited in
your country.
Mention one sport
you have practiced
for some time.
How long have you
been in school?
What was Florence
Nightingale’s lifetime
achievement?
This movie director
has done the “Indiana
Jones” movie sequel.
Talk about a movie you
have seen recently. Who wasThomas Alva
Edison’s big competitor?
Which famous movie director
started his career at a movie store?
Which American president
enjoyed mathematics?
How long have you
lived in your city?
Which team has been
the soccer world
Who has won a Nickelodeon
Kid’s Choice Award for the show
Wizards ofWaverly Place?
Name two famous Latin
American actors or actresses.
2
3
45
6
7
8
9
10
1112
13
14 15
1
82170

PlayTime
ed)
examples such as the popular game, Who wants to be a
millionaire?
Tell students that the purpose of the activity is to review
the unit content they need to know, as well as their general
knowledge.
Tell students to go to the page and become familiar with
the game board. Have students pair up to start playing. As
always you need to monitor to make sure they are following
the rules and, more importantly, if they are engaged in the
task using English as the medium of communication.
82171

Quiz Time
possible doubts.
1. Complete the paragraph with the words from
the Word Bank.
Then have them think of all the options in the exercise. Tell
students to check their answers by analyzing the words they
picked against the context of the sentences.
2. Listen and complete the following paragraph.
Tell students that the purpose of this activity is to review
the use of the Present Perfect tense. Have them read the
forms they need to complete the paragraph.
3. Complete the following sentences with these
time expressions: for, since, yet, already.
Tell students that they need to think of the use of these
adverbs in terms of the duration of activities or whether they
have already happened or not..
Have them solve the exercise. Tell students that if they
happen to have doubts, they need to try the adverbs and
think of the meanings to see if they make sense or not.
Self- Evaluation
Take each one of the items and discuss them with the class.
this point of the unit.
Glossary
parts of speech, examples and the use of synonyms and
antonyms. Then have them do the glossary activity for the
unit.
83172

Quiz Time
1. Complete the paragraph with the words from the Word Bank.
Anthony is a very (a) student; he gets good grades all the time.
However, he does not pay attention to his grades. He is not very (b).
He has many friends and is also very (c). People like him a lot because
(d). Many
people agree that Anthony is really (e ); he is always reading books
and looking for a lot of interesting ideas.
2. Listen and complete the following paragraph.
Steven Spielberg is perhaps one of the most important movie directors of all times.
He (a) in 1946. He went to the university in California
where he studied for some time. He (b) his career as a director in 1969.
He (c) many successful movies since that time. Some of
his most famous movies are Close Encounters of theThird Kind and the Indiana Jones
sequels. Recently he (d) in movies and television shows.
3. Complete the following sentences with these time expressions: for, since, yet, already.
1. .
2. Anna has practiced karate 1997.
3. The Guinness Records has conceded records almost sixty years.
4. . He’ll get it in two
months.
5. Anna has been a landscape architect twelve years.
Self-Evaluation
talk about people’s characteristics
and abilities.
talk about people’s achievements.
use reference words to aid reading
comprehension.
use reference words as cohesive
devices in paragraph writing.
Word Bank
intelligent sensitive curious competitive sociable
83
intelligent
competitive
sociable
sensitive
curious
was
has
has
already
since
for
yet
for
born
directed
participated
began
173

Glossary
A-E
achievement: n. the result of
inaparticulararea
(syn. accomplishment, success; ant.
failure, defeat).
analytical: adj. the ability to
separate something into several
component parts (syn. logical,
rational; ant. illogical, irrational).
art:n.areaoflearninginthehuman
sciences that is related to the
production of aesthetic products.
axis: n. a straight line that
establishes a division in a
coordinate system.
To go back to square one: to
start again from the beginning.
to be
unsuccessful.
to achieve
something.
A moment of truth: a decisive
moment.
To come a long way: to progress
with great success.
Whiz-kid: young person
whose career advances
quickly.
chronological: adj. arrangement
of events following a particular
sequence of time.
The history books show a series of
events in particular chronological
orders.
competitive: adj. a tendency or
inclination towards competitions
or challenges.
Olympic athletes train hard to be
competitive in the tournaments they
participate.
F-J
hygienic: adj. showing clean
or healthy conditions (syn.
sanitary, aseptic; ant. unhygienic,
unsanitary.)
interval: n. space between
events (syn. separation, gap; ant.
continuity).
K-O
lifelong: adj. continuity in an event
or process.
Thomas Alva Edison was a lifelong
inventor.
P-Z
personality: n. person of fame
and recognition (syn. celebrity, big
name).
Some personalities in the fashion
industry attended the celebration
last Friday.
sensitive: adj. being responsive to
unresponsive).
social: adj. inclined to be around
others (syn. friendly, gregarious;
ant. unsociable, unfriendly).
timeline: n. a graphic
representation of dates and
events.
turning point: n. a particular
changes in a series of events.
Agriculture was one of the most
important turning points in the
history of mankind.
tournament: n. a sports
competitions (syn. championship).
The golf player came to the city and
won the tournament.
volunteer: v.
participation in a particular activity.
84174

Unit 6
GlossaryActivities
1. Complete the chart with synonyms for the
following words.
WORDS SYNONYMS
n. achievement
n. interval
n.
2. Find words for these concepts.
a.
b.
c.
d.
e.
5. Unscramble the words and match them to the pictures.
3. Find the antonyms of the words below.
a. social
b. sensitive
c.
d.
e.
4. Classify the following words: achievement,
analytical, turning point, sensitive, volunteer,
competitive, compete, art, chronological, fly,
interval, timeline, lifelong, axis, tournament.
NOUNS ADJECTIVES VERBS
a. amteivecehn
b. mentourtna
c. ixsa
d. staitric
achievement
tournament
axis
unsociable
interval
lifelong
tournament
volunteer
sociable
ad
c b
indifferent
unhygienic
irrational
cooperative
artistic
achievement analytical volunteer
art sensitive compete
interval competitive
timeline chronological
axis
tournament
accomplishment
rational
sanitary
gap
celebrity
84175

Remind students that they need to become familiar with
tests such as the PET or IELTS to demonstrate their progress
with the language.
Listening
Listen to some people talk about their career
choices. Match each person with the corresponding
profession
Tell students that they are going to listen to some people
talking about their career choices. Play the audio. Then they
can do the matching exercise based on what they heard.
information to complete the information required.
Reading
Read the definitions and write the corresponding
professions in front of them. Pay attention to the
initial letters of the words.
Tell students that these exercises are meant to evaluate
their knowledge of vocabulary and grammar through
the reading so that they can complete the exercise.
Items 16-20 are about the life of the Peruvian writer, Mario
Vargas Llosa. Students need to complete the account of his
life and the achievements that granted him the Nobel Prize
for Literature.
The next items are about the life of a tennis player, who also
talks about his achievements. Students need to complete
the text with the appropriate verb forms.
Test Training C
Writing
Students will be asked to write a short biography containing
both personal and academic information. Remind students
of the number of words required for this assignment.
Speaking
Tell students that one of the assignments in international
tests of English is to give impromptu speeches, in which
they have to comply with certain criteria such as the ones
required in this particular task.
2085176

TestTrainingC
Listening
Listentosomepeopletalkabouttheircareerchoicestwice.Match
eachpersonwiththecorrespondingprofession.
Example:
Answers
0ABCDE
ABCDE
ABCDE
ABCDE
ABCDE
ABCDE
PeopleProfessions
0.MargaretA.toydesigner
1.JosephA.computerprogrammer
2.JamesB.researchscientist
3.EmilyC.roboticsengineer
4.MichaelD.medicalresearcher
5.JoshuaE.landscapearchitect
ComputerScientist
6.personality
7.abilities
8.workinghours
9.responsibility
10.workonweekendsNoYes
11.salary
Listentoatextinwhichamanisreceivingsomeinformationaboutacareeropportunity.Write
themissinginformationforquestions6-11.
analytical
Reading
Readthedefinitionsandwritethecorrespondingprofessionsinfrontofthem.
Payattentiontotheinitiallettersofthewords.
Example:
0.MarioVargasLlosainArequipa,Perúin1936.
A.hasbornB.wasbornC.hadborn
16.Hehiscareerasawriterattheageofsixteen.
A.begunB.beginC.began
17.MarioVargasLlosahisuniversitystudiesinPerú.
A.doneB.doesC.did
18.Heawritermostofhislife.
A.wasB.hasbeenC.willbe
0.
Thisprofessionalworkswithsnakestoget
theirvenom.
12.
Thispersonisinchargeofallpreparationsfor
eventssuchasparties.
13.Thisprofessionalhelpspeoplewiththeirdogs.
14.
Inthisareaofwork,peopleneedtobe
creativeandbeintouchwiththeirinnerchild.
15.
ice-cream.
-
s
d
t
i
p
m
p
nialk
w
d
c
ke
t
er
Answers
0ABC
16ABC
17ABC
18ABC
19ABC
20ABC
Completethefollowingsentencesfromashortbiographyofa
famousNobelPrizewinner.Selectoneoftheoptionsprovided.
Example:
85
goodcomputationalskills
8–5onweekdays
designsoftware
5–6thousand
l
s
m
o
o
c
a
k
i
a
l
g
y
e
r
e
g
s
a
e
t
r
n
t
n
a
e
ra
y
e
e
n
r
r
er
177

Choosethecorrectanswer(A,B,orC)sothatthereisprogressinthe
conversation.
0.Whatwereyoulikeasachild?
A.Iwasveryshy.B.Ilikedmusic.C.Iwasveryshort.
21.Whatwereyougoodat?
A.Ilikedarts.
B.Iwasanexcellenttennisplayer.
C.Iplayedthepiano.
22.Didyouwinanytournaments?
A.No,Ihavenot.
B.Yes,Idid.
C.Yes,Iwas.
23.Haveyouplayedtennisrecently?
A.Yes,Ihave.
B.No,Ididnot.
C.Yes,Ididitlastyear.
24.Whatdidyouwin?
A.Iwonamedal.
B.Ihavewonamedal.
C.Ididnotwin.
25.Whatelsedidyoudoasachild?
A.Iplayedtheguitar.
B.Iboughtaguitar.
C.Iwasahappychild.
Answers
0ABC
ABC
ABC
ABC
ABC
ABC
19.Oneofhismostfamousbooks“LaCiudadylosPerros.”
A.wasB.wereC.hasbeen
20.HetheNobelPrizeinliteraturein2010.
A.winsB.wonC.haswon
Writing
Writeashortbiography.
•Provide:
•Personalinformation
•Academicinformation
Write45-60words
Speaking
Youwillbegiven5-6minutestotalkaboutyourpersonalityandabilitiesforacareerofyourchoice.Make
sureyoualsotalkaboutyourpredictionsandyourplansregardingtheparticularcareeryouhaveinmind.
86178

STUDENT A
Both you and student B have information about some inventors and their inventions.Take turns to ask and
answer information questions about these inventors or inventions. Ask what, when and where GunpeiYoko
and Samuel Fox invented something and complete the sentences below.
GunpeiYoko created in in .
Samuel Fox invented in in .
Afterwards, student B is going to ask you some questions. Answer them based on the following information:
(what)
(what)
(where)
(where)
(when)
(when)
DAY1
DAY2
DAY3
DAY4
STUDENT A
Student B
was doing at certain times (or while something else was happening).Write down the information.
E.g. OR
1.
Then, change roles. Now you answer Student B’s questions based on the pictures.
E.g. OR
while my parents were swimming.
GapActivity 1
2
87179

STUDENT A
B to join the new sports center downtown. Make a dialogue for each possible activity. Follow
the model.
STUDENT A
Student B is asking you questions about countries and cities around the world. Answer his/her questions then
Countries: rich/poor, small/
large. Cities: expensive/cheap, dangerous/safe, exciting/boring.
Student A:
Student B:
Student A: The richest country in the world is...
GapActivity 3
4
SPINNING
RULES
•
session
• Be a sports center
member
ADVICE
• Follow a training
program
KARATE
RULES
• Register for a number of
• Take part in
competitions
ADVICE
• Attend all classes
YOGA
RULES
•
• Wear a uniform
ADVICE
•
SWIMMING
RULES
• Wear a swimming cap
• Register a week in
advance
ADVICE
•
A: Why don’t we join the new
think there is nothing like that.
B:
A: First, you have to choose an
activity.What would you like
to take up yoga, spinning,
B: Well, what do you think about
A: Yoga is a great activity, but
remember, you need time.You
have to train a minimum of
two hours a day.
The United
States is the
richest country
in the world.
The poorest
country in
the world is
Zimbabwe.
TheVatican is
the smallest
country in the
world.
The largest
country in the
world is Russia.
Tokyo is the
most expensive
city in the world.
The cheapest
city in the world
is Harare in
Zimbabwe.
Baghdad in
Iraq is the most
dangerous city
in the world.
The safest city
in the world is
Luxembourg in
Luxembourg.
Paris is the most
exciting city in
the world to
visit.
Brussels is the
most boring city
to visit in the
world.
88180

STUDENT B
Both you and student A
going to ask you some questions. Answer them based on the following information:
GunpeiYoko created Game Boy
Afterwards, in your turn ask what, when and whereWilliam Morridge and Levi Strauss invented something
and complete the sentences below.
William Morridge developed in in .
Levi Strauss invented in in .
(what)
(what)
(where)
(where)
(when)
(when)
STUDENT B
Student A
what you were doing at certain times (or while something else was happening) based on the pictures .
E.g. OR
1.
Then, change roles. Now, ask Student A about his/her vacation and write down the information.
E.g. OR
DAY1
DAY2
DAY3
DAY4
GapActivity 1
2
89181

STUDENT A
Student B
graphs to answer.
Student B:Tell me about Helen.Will she be good at
Student A:
at careers or occupations in social sciences.
GapActivity 5
math skills
language skills
social skills
technological skills
science skills
Helen Mary Marco
6
STUDENT A
Student B is trying to identify a secret character. Answer his/her questions to help him/her discover who that
person is based on Card A.Then use Card B to ask student B questions for you to identify who your secret
character is.
A:
B:
A: Jeremy, Rosa and Judy.
B:
CARD B
Ask B about a man who is sensitive.This man has
volunteered for some international organizations
and wants to be a social worker.
Then, ask your questions about Patricia, Peter and George.
Each person wants a particular career: Patricia - Computer Programming; Peter - Landscape Architecture;
George – Medical Research
CARD A
Jeremy is analytical and has a
talent for numbers.
He has participated in a number of
contests and has won some medals.
He wants to study something
related to computers.
Rosa is analytical. She is a
number cruncher. She has
participated in a number of
mathematics contests. She has
won three trophies in her latest
contests. She wants to study
engineering.
Judy is analytical. She is good at
doing calculations.
She has participated in some
tournaments for mathematicians.
She has won some trophies
recently. She wants to study
architecture.
90182

Then, make similar dialogs talking about the activities at a gym to which he/she is going to invite you.
STUDENT B
Student A is inviting you to join a new sports center. Make a dialog for each activity you can do there. Follow
the model.
STUDENT B
Ask Student A
Countries: rich/poor, large/small, expensive/cheap. Cities: large/small, popular/exciting.
Then answer Student A’s questions about countries and cities in South America.
Student B:
Student A:
Student B: The richest country in South America is....
GapActivity 3
4
TENNIS
RULES
•
hours a day
• Pay three months in advance
ADVICE
• Drink lots of water before,
during and after the class
GAMES
RULES
• Pay six months in advance
• Bring your own team for
the game sessions
ADVICE
• Bring your own food and
drinks
SWIMMING
RULES
• Register two weeks in
advance
• Wear a swimming cap
ADVICE
• Do physical activity
beforehand
DANCING
RULES
• Bring your own partner
• Do extra physical exercise
every day
ADVICE
•
Then, invite student A to a gym. Make a dialog for each activity you can do there. Follow the model.
A: Why don’t we join the new
think there is nothing like that.
B:
A: First, you have to choose an
activity,What would you like
to take up yoga, spinning,
B: Well, what do you think about
A: Yoga is a great activity but,
remember, you need time.You
have to train a minimum of
two hours a day.
Chile is the
richest country
in South
America.
Guyana is
the poorest
country in South
America.
Brazil is the
largest country
in South
America.
Suriname is
the smallest
country in South
America.
Sao Paulo is the
largest city in
South America.
Paramaribo is
the smallest
city in South
America.
Buenos Aires
is the most
popular city in
South America.
Rio de Janeiro
is the most
exciting city in
South America.
Chile is the
most expensive
country in South
America.
Peru is the
cheapest
country in South
America.
91183

STUDENT B
Ask Student A questions based on the information about a secret character on Card A.The idea is that you
manage to identify who your character is.
Card B.
STUDENT B
Ask Student A information about the career tests results of Helen, Mary and Marco.
Each person wants a particular career: Helen – Robotics Engineering; Mary – Movie Direction; Marco –
Party Planning
Student A:
Student B:
GapActivity 5
math skills
language skills
social skills
technological skills
science skills
Patricia Peter George
A:
B:
A: Jeremy, Rosa and Judy.
B:
CARD A
Ask A about a woman who is analytical.This woman
has won three trophies in her last mathematics
contests. She wants to be an engineer.
6
appropriate careers for each of them.
CARD B
Jim is creative and is a very
sensitive person. He has
participated in projects to help
poor people. He listens to people’s
to be a social worker in the future.
He worked for an international
organization in the past.
Juan is a sensitive person who
helps people in his town. He
for some international
organizations. He is going to
better help to people.
Rafael is creative and very sociable.
He has helped people who live on
the streets. He is a good listener and
for international organizations in
the past. He wants to study political
science so that he has more abilities
to help people in the future.
92184

Narrator: Angela, Paul and Nancy are becoming
friends. They are talking about their personal lives and
their free time activities. This is what they had to say
about their free time activities.
Angela: Hello, I’m Angela. I really enjoy my family
and my house. I am comfortable when I am home
and certainly enjoy what I do in my free time. I love to
listen to music, so the living room is my favorite place.
Sometimes I go to the gym because I like to exercise.
When I don’t cook or exercise, I read books. I prefer to
read books over other activities such as seeing movies.
Paul: Hi, I’m Paul. I am always out of my house. I love
to exercise, so I usually go to the gym or meet with my
friends to go camping or hiking. When I am at home,
I prefer to see movies, but I can say that I also like to
cook, but not as much as like to exercise.
Nancy: Hi there. My name is Nancy.Well, I love to read
books, so I always carry several books wherever I go. I
do not cook at all. I prefer to exercise if I am at home. I
like to exercise, but I always read books, magazines or
newspapers. I think my exercising is not so active.
Audio Transcripts
Page 6
Review Unit
Exercise 1. Listen to some people talk about
free time activities. Check how they feel about
them.
Unit 1
Page 10
Breakthroughs in Science and Technology
Lesson 1 A Changing World
Exercise 1. Work with a classmate and number
these inventions in chronological order.Then
listen and check.
Radio Host: Today’s show is dedicated to the memory
of inventors whose work changed humanity in very
men and women. In today´s show we will remember
six of them. A few centuries ago, Johannes Gutenberg
developed the printing press in his native Germany in
1440. This invention contributed to the promotion of
both reading and writing and revolutionized the life
of all humankind. A second invention is under Thomas
Alva Edison’s belt. Even though Edison worked really
hard for many years in the United States to make the
considered that he built such a system only in 1879.
The third invention we would like to highlight today
is the automobile, one of the major breakthroughs in
motor car in Germany in 1885. The motor car helped
people to move fast from one place to another. Both
of science. Alexander Fleming discovered penicillin
while working in his laboratory in London, England. It
was 1928 and from then on, penicillin has been used all
More recently, in 1956, Helen Murray Free did a lot of
Patients could actually take the test at home, so they
had much more control of their condition.The world of
technology was also much developed by the work of
RobertNoyceandJackKilbyintheUnitedStates.These
invention revolutionized the world of technology and
communications forever.
106186

Lesson 4 Accidental Inventions
Page 16
Exercise 1. Read the following expressions and
their meanings. Listen to the radio program
and match them.
Narrator:The names of Joseph and Noah McVicker do
not ring many bells but these two men led the creation
of a common household item. They were the brains
behindplasticineorthecommerciallyknownPlay-Doh.
This dough is both a school and household item for
had one idea inasmuch as they wanted to create only
one thing. They were working on a one-track mind
invention which was wallpaper cleaner. However, they
got a brightly colored nontoxic modeling clay. The
inventors worked with the modeling clay for some
time and got wise to it. In other words, they knew it
really well. The clay was later marketed by the toy
manufacturer Rainbow Crafts. Sometimes inventions
happen by accident, they do not require rocket science
precisely. The McVickers just needed a light bulb
moment to create something really useful.
Lesson 4 Accidental Inventions
Page 17
Share Your Project
2. Read the following information about the
history of encyclopedias. Answer the questions
that follow.
ThewordencyclopediacomesfromtheGreeklanguage.
It means “general knowledge.” An encyclopedia is a
collection of entries ordered alphabetically. The oldest
encyclopediaisaccreditedtoahistoriancalledPlinythe
and concepts. Encyclopedias began as a single book
but they evolved as a collection of several volumes. In
such as Wikipedia. Some encyclopedias are general,
history or literature.
Page 19
Quiz Time
Exercise 1. Listen to this short biographical lec-
ture about George Eastman. Check the option
that completes each statement.
Narrator: George Eastman was an inventor who lived
in the United States. He made many improvements in
in 1882, making photography an easier art. Eastman
Camera. The company name was changed to Eastman
Kodak Company in 1892 and it is still one of the largest
photograph companies in the world.
Unit 2
Page 22
Travel and Adventure
Exercise 2. Listen and select the picture that
best matches the conversation. Then listen
again to complete the grammar chart.
Mark:
nothing like you told me while we were planning this
trip. I went outside and there is not a swimming pool.
Father: Son, relax, were there trails and waterfalls? I
certainly remember them from my youth. There was
can see that there are several now.
Mark:
but I see the signs where I can camp. There are some
tents a few yards from here.
Lesson 1 Vacation Time
107187

Father: There wasn’t a gym when I came a few years
ago but they just informed me it is a new addition to
the park.
Mark:
Father:
to catch.
Mark:
going to have.
Father:
Mark: I hope so.
Page 23
Lesson 1
Exercise 4. Listen and match each person with
the picture described.Then complete the
grammar chart below.
Vacation Time
Antonio: Hi Lucy, how are you doing?
Lucy:
homework?
Antonio: Was it the one about bringing pictures from
our last vacation?
Lucy:
Antonio: I sure did, and I brought this special picture of
me and my family.
Lucy:Why is it special for you?
Antonio: Hmm, this picture reminds me of a fun time
and I really enjoyed the experience of being in the
forest.
Lucy:Wow, the forest?What did you do there?
Antonio: Look, we decided to go to a camping site
near the city and I was setting up the tent in the middle
of the forest.
Lucy: In the middle of the forest? Hmmm, were you
setting up the tent in the middle of the forest?Why?
Antonio: We did it in the forest because there were
There were some trails and there was a waterfall. The
environment was awesome.
Lucy: Hmm, great.What did you cook?
Antonio:
Lucy: I suppose dinner was delicious.
Antonio:
picture and your vacation.
Lucy: I have this great picture of my family vacation.
Antonio:
Lucy:
you.
Antonio: Right, and what did you do?
Lucy: We went to the beach. There were all sorts of
boats and yachts by our hotel. My brothers and I were
swimming in the sea while our parents were exercising
on the beach. Here my brothers were relaxing in the
yacht.
Antonio: And what about you? Weren’t you relaxing in
the yacht?
Lucy: No, I wasn’t relaxing in the yacht. I was learning
how to sail it. My brothers weren’t doing anything,
really.
108188

Antonio: It looks you had a lot of fun. Look, here Mark
Mark: Hello guys.What are you doing?
Lucy: We were talking about the pictures we have for
Mark: Sure. Look, here my family and I went to a
natural park. There were some really nice trails and
waterfalls. I was riding my bike all the time. My parents
were hiking while my sister was taking pictures of the
exotic waterfalls.
Antonio: What a good experience, and what about
Look, there was a lake near our camping site. We
still celebrating when they took this picture.
Page 24
Lesson 2
Exercise 1. Label the pictures. Use the Word
Bank.Then listen to Antonio’s narration and
number the events chronologically.
Extreme Vacation
Phillip: Antonio, tell me about your accident. What
happened to you on your trip?
Antonio: Well, you know, it was a sunny morning on
the last day of my camping trip, so we decided to climb
a rock. First, we walked to the base of the rock and I
started climbing. My sister came behind me. Then
when we were really high up, I slipped and fell. At that
moment, I was falling while my sister was trying to get
hold of me, but I dragged her down.
Page 28
Lesson 4
Exercise 1. Now listen to a short conversation
-
tions.
Traveling Mishaps
Mark:
again.
Antonio:What did you do all this time?
Mark:
some experience because before the classes I was just a
Sunday driver. I wanted to get better so that I could hit
the pedal to the metal, you know, I love speed.
Antonio: But now, you can drive us out of town, can’t
you?
Mark:
feet, don’t you? I mean, you are always ready to travel.
Antonio: I do. Actually, I live out of a suitcase. I am
always ready for my next trip.
Mark: I think I will be ready in some weeks when I get
my license.Then we can hit the road.Where would you
Page 31
Exercise 2. Listen to a personal narrative about
a travel mishap.Then check the option that
best completes each statement.
Narrator: Last year my parents took us to Barbados
wereatthepoolwhilewewereplayingintheroomwith
the bathroom towels.We were running around when a
to see her.There was a snake in her bedroom. She was
making her bed when the snake slid down the sheets.
The hotel employees calmed her down. Then they
called 911 and the police came. The snake was gliding
Quiz Time
109189

Man:
go on vacation?
Woman: I went to a historic town inVirginia.
Man:
history very much, do you?
Woman: I do.Actually, I went to a local museum. It was
the house of an inventor.
Man:
Woman: He invented a drink to cure asthma. It was
red, it is all I can tell.
Man:
Woman:
bought two bottles.
Man:
Woman: I did. Go ahead.Try it.
Man: No, thanks. If there is something I don´t have, it
is asthma.
Unit 3
Page 36
Hobbies, Leisure and Entertainment
Exercise 3. Listen to a radio talk show about the
DOs and DON´Ts of some hobbies and
complete the information.Then complete the
grammar chart on page 37.
Lesson 1 Hobbies
Host: Good evening. Today we are having a special
hobbies. Some of them are very common and others
are not that familiar, but they want to share some
introduce Peter Jennings. He is a ballet dancer. Peter,
what can you tell us about ballet dancing?
Peter: Good evening, Patricia. Thanks for inviting me.
Well, in order for you to be able to dance ballet, you
have to ask your teacher about your steps constantly.
The teacher has to give you clear ideas about your
Host: Thank you, Peter. So, please, dear listeners, do
not forget Peter’s recommendations: ask your teacher
about your dance and do not stop practicing your steps.
Teresa is a nationwide and well-known jewelry maker,
that is, she makes jewels. Teresa, what is your hobby
about?
Teresa:
for your invitation. Well, jewelry making is to make
beautiful things out of raw materials. It is something
really exciting. In order to become a jewelry maker
don’t forget some essential hints. First of all, save your
designs, they are as valuable as the jewels you make.
In jewelry making you also have to be careful with your
from the room. Fortunately, there was no problem: the
snake was not poisonous.The police said that probably
somebody brought it to the hotel and forgot it.
Test Training A
Listen to a short conversation twice. For ques-
tion 1 to 5, check the right answer.
Page 33
110190

Exercise 2. Listen to some record announce-
ments. Write the country for each one of the re-
cords you hear.Then listen again and complete
the grammar chart below.
Unit 4
Page 50
The World is the Limit
Lesson 2 Some Countries and
their Records
Host:Hello,everyone.Here’sthelatestnewsoftheday.
This organization is always looking for the tallest, the
fastest, the most interesting, or perhaps the slowest in
of some world records that do not necessarily appear
in the Guinness Book of Records but they are also very
interesting to know about.
Iceland, perhaps one of the most exotic countries, is
the most peaceful country according to the rankings
of the countries around the world. I think this has to
do with the size of the country and its population. The
size of the country is 103, 701 square kilometers with a
population of 320,000 inhabitants. Every Icelander has
about 3 km of space for himself or herself. Iceland also
products, so do not place them on wooden surfaces,
your pieces may absorb some of the substances in
wood and lose some of their initial glow.
Host: Thanks, Teresa. And now, let’s present another
hobby, craft making. It is very popular nowadays.
Freddy Mitchel works 24/7 at this hobby. Tell us
something about your activity, Freddy.
Freddy:
Well, craft making is very entertaining but do not start
other things such as planning. Always make a draft of
the project you have in mind. It gives you a good idea of
Host:
Freddy’s advice, analyze, plan ahead and start one
single project at a time.All right, our next guest is Mary
Her collection is really impressive, but let’s let her tell
us about her hobby.
Mary: Thanks, Patricia. Well, you know, stamp
collecting is very absorbing but it´s a wonderful hobby.
very valuable. It’s a good idea to get to know people
with the same interest, so join a local club of stamp
your albums. If you handle your stamps carefully, they
will be worth a lot of money.
Host:
Stephen Gordon, who likes plasticine modeling. What
is it about, Stephen?
Stephen:
before using plasticine, and remember, something that
is really important about plasticine modeling is how
you handle your materials. For example, do not expose
them to extreme temperatures if you want to have
good dough to work with.
Host:
plasticine and do not expose your materials to extreme
to thank my guests. I hope you, dear listeners, have
a very good idea about these hobbies now. Start one
soon, and do not worry about any previous experience
in any of them. See you soon, bye.
111191

There are many companies that exploit sea products.
destination for business meetings. Business people
have this country as the most favorite when it comes
to deciding on a place for meetings. This country
holds other records among many other countries. For
example, it is the third largest country in the world
after Russia and Canada.
We are all very familiar with the ancient traditions of
Japan.This country holds a very particular record. It has
the oldest population around the world. An average
person in Japan may live up to 70 years. It goes without
saying that this country has the upmost respect for
their traditions. The country has the most famous
festivals and cultural activities, such as the Sapporo
Snow Festival in February or the Floral Festival in April
each year.
amazing or exciting. Canada, for example, has the
record for the most expensive cell phone plans. If you
are thinking about getting this service in Canada, you
need to pay attention to this world record. Canada is
not only famous for its living standards, the country has
a long winter season, which makes it the most exciting
country for winter sports such as snowboarding and
skiing.
People around the world are really concerned about
the environment. Some countries are competing for
being the most contaminated.
However, Finland has the cleanest air in the world.
People from Finland must be very proud of themselves
because they really care about their country. Besides
this record, Finland is one of the richest countries in
natural resources in Europe: the country has many
That is all for tonight. Tune in tomorrow night
for another update with news around the world.
Remember that you are also part of this world, so don´t
be surprised if we are reporting live from your backyard
or your garden.
Test Training B
Listen to a short conversation twice.There are
right answer.
I had the best time of my life my last vacation. I spent
some weeks in Brazil, the largest country in South
America. I visited Rio de Janeiro. I was there for the
to Brazil in February. The carnival is the most popular
festivity, but there are many other activities in this
month.
Rio deJaneiro has some of the most popular landmarks
inBrazillikethe“ChristtheRedeemer”,astatueofJesus
Christ on a hill with his arms well open or Corcovado
and the “Sugar Loaf”, a hill called Pão de Açucar in
Portuguese. However, even if they don’t go anywhere
else, most people go to Maracanã; the largest stadium
in Brazil and the world. It has the capacity to sit 85,000
spectators. At this moment there is some construction
going on for the soccer World Cup in Brazil in 2014 and
I spent some days in Santiago, which is one of the most
beautiful cities in Latin America. It is also the most
expensive, as I could compare some prices with Brazil
and my home country, Ecuador.
Page 59
112192

Unit 5
Page 62
Jobs and Occupations
Exercise 2. Listen to the conversations and tick
what each person does.
Lesson 1 Unusual Occupations
Dialog 1
Leah:What is it that you do for a living,Tom?
Tom: I work at the zoo. I milk snakes to get their poison
and make antidotes.
Leah:What kind of a job is that?
Tom:Well, I am a snake milker.
Leah: Isn´t it dangerous?
Tom:
do it under some sort of supervision.
Dialog 2
Helen: Mary, what do you do for a living?
Mary: Well, I translate symbols into the Braille system
for blind people to read them.
Helen: What’s that?What do you call it?
Mary: Well, I am a Braille translator.
Dialog 3
Luke:What is it that you do for a living, Nancy?
Nancy: I design new toys for children and adults. At
the moment I am working on a new game console, it is
going to be in the market by Christmas.
Luke:
Nancy:
Dialog 4
Steve:What are you doing these days?
Elizabeth:
In fact, I walk dogs when their owners cannot do it.
Steve: How is that?
Elizabeth: I go get them every Saturday morning. I
take them for a walk in the park.
Steve:
Elizabeth:
money walking dogs.
Unit 6
Page 74
Lifetime Achievements
Exercise 1. Listen to the description of these
people’s lives and achievements and write their
names.
Lesson 1 Inspiring Young People
Narrator:The youth center in our town decided to look
for some teens whose lives have had an impact on our
community because of their achievements. In a recent
event, we took pictures of some of these outstanding
whiz kids.
Tom Menezes
showed his artistic talent.Tom has been creative all his
life. He has been best known for his musical talent. In
fact, he has played the saxophone since 2005 and he
has been a solo performer for his orchestra in some
concerts.
Bert Richardson
Bert is 17 years old. He has been a very sensitive person
all his life. Since he was little, he has had a social
talent. He raised money to help poor children with
their education in 2002. He joined an international
organization in 2005 and has worked as a volunteer for
seven years now.
Matthew Wells
Matthew is 15 years old. He has been curious about
trains all his life. In fact, he has the largest collection
in our town. He has good analytical abilities. He has
learned the ropes of train conduction. However, he is
going to go to an institute of technology to become a
railway engineer.
113193

Ericka Williamson
Ericka was born in 1994 and has always been sporty.
tennis tournament. Ericka is very competitive as well.
She has won four championships since 2005. Ericka
has a large collection of awards. Recently she won a
trophy for her achievements in sports.She will be in the
Samantha Herrera
Samantha is 17 years old. She is a very intelligent
person. Her abilities with colors and shapes make her
a very imaginative person. She took a fashion design
course when she was 11 years old. She did so well in
this class that her teachers gave her a medal for her
creative work. She designed some clothes and people
loved it. She has already sold her designs to some
famous designers in Europe.
Test Training C
Listen to some people talk about their career
choices twice. Match each person with the cor-
responding profession.
Counselor:Whatdoyouthinkofyourcareerorientation
tests? Let us begin with Margaret.
Margaret: I was really happy with my results. I thought
my abilities were in computers but it seems that I am
more like a designer.Toy designing is a very interesting
career.
Counselor: How about you Joseph?
Joseph: I am excited with my results because they are
oriented towards research and science. I think I want
to be a research scientist. I believe I got similar results
with James.
James: I got high grades with science and research
but I am going to study architecture. I want to be a
landscape architect like my father.
Counselor: And Emily? Will you go for robotics
engineering?
Emily:
engineering. I will become a robotics engineer.
Counselor: And what about you Joshua?
Joshua:
what I expected. I want to be a medical researcher, just
like dad, who is a class act in medical research.
Counselor: Thanks Joshua. And now, you are the last
one, Michael.What are you going to study?
Michael: My career tests showed that I am ready to
study something related to computers. I think I´ll
become a computer programmer, so I can work in
father´s company.
a computer scientist. The candidate has to be very
analytical.This person has to have good computational
skills. They are necessary for the type of work we
require. The person will have several responsibilities.
For example, the computer scientist has to design
software. It is a must that the candidate be available
from 8 to 5 on weekdays and from 9 to 1 on weekends.
and six thousand dollars a month.
THIS ISTHE END OFVIEWPOINTS 3.
LIsten to a text in which a man is receiving
some information about a career opportunity.
Write the missing information for questions
6-11.
Page 85
114194

Track 28 Page 36, Exercise 3
TRACKLIST
Track Contents
Track 1
Track 2
Track 3
Track 4
Track 5
Track 6
Track 7
Track 8
Track 9
Track 10
Track 11
Track 12
Track 13
Track 14
Track 15
Track 16
Track 17
Track 18
Track 19
Track 20
Track 21
Track 22
Track 23
Track 24
Track 25
Track 26
Track 27
Credits
Page 6, Exercise 1
Page 8, Exercise 5
Page 10, Exercise 1
Page 10, Exercise 2
Page 12, Exercise 1
Page 12, Pronunciation
Page 13, Exercise 3
Page 14, Exercise 2
Page 16, Exercise 1
Page 16, Exercise 2
Page 17, Exercise 2
Page 18, Comic
Page 19, Exercise 1
Page 22, Exercise 2
Page 23, Exercise 3
Page 23, Exercise 4
Page 23, Exercise 5
Page 24, Exercise 1
Page 24, Exercise 2
Page 24, Exercise 4
Page 26, Exercise 2
Page 28, Exercise 2
Page 29, Exercise 2
Page 31, Exercise 2
Page 33, Test Training A
Page 36, Exercise 1
115195

TRACKLIST
Track Contents
Track 59 Page 85, Test Training C
Track 32
Track 33
Track 34
Track 35
Track 36
Track 37
Track 38
Track 39
Track 40
Track 41
Track 42
Track 43
Track 44
Track 45
Track 46
Track 47
Track 48
Track 49
Track 50
Track 51
Track 52
Track 53
Track 54
Track 55
Track 56
Track 57
Page 43, Exercise 2
Page 44, Comic
Page 48, Exercise 3
Page 50, Exercise 2
Page 50, Exercise 3
Page 52, Exercise 2
Page 54, Exercise 1
Page 55, Exercise 2
Page 59, Test Training B
Page 62, Exercise 2
Page 62, Exercise 3
Page 64, Exercise 2
Page 65, Exercise 5
Page 66, Exercise 2
Page 69, Exercise 2
Page 70, Comic
Page 74, Exercise 1
Page 74, Exercise 2
Page 75, Exercise 3
Page 76, Exercise 1
Page 77, Exercise 3
Page 78, Exercise 2
Page 80, Exercise 1
Page 81, Exercise 2
116196

Dear Students,
Welcome to Viewpoints Workbook, the new English series for teenagers.
This Workbook will guide you to:
This Workbook contains:
studies, among others.
applicable to concrete exercises that will help you become aware of your
learning process.Do not forget that making the most of your book and being an autonomous learner
• using strategies to approach reading passages and dealing with• learning about our and other people’s cultures.
to check your own progress.Enjoy Viewpoints!
The Editors
197

Topics
•
Breakthroughs
•
•
•
•
•
•
•
•
Happenings
•
• Commitment to Leisure
•
•
•
about the past.
•
•
• write about hobbies and leisure
•
and emphatic opinions.
•
supporting information and
• The Simple Past tense
•
•
Past tense
•
• There was/there were
• Sequence connectors
• Time conjunctions
•
•
emphatic opinions
SkillsandStrategies
Grammar:
•
complete report on a subject
• correcting mistakes to become
aware of rules
Vocabulary: using diagrams to
remember words that go together
Reading:
•
information
•
idea to understand the author’s
essential messages
Writing:
• brainstorming ideas and
organizing them before writing
•
aware of its structure
Grammar:
• using sequence connectors to
enhance coherence
• contrasting the Past
tenses to show long actions
that are interrupted
Vocabulary:
• looking up words in dictionaries
•
meanings of a word
Reading:
• checking unfamiliar words
•
clues to deduce the meaning of
unknown words
Writing:
•
statement to communicate the
central idea
• following some useful steps to
Grammar:
grammar patterns work
Vocabulary
•
process
•
understand how to adapt them
Reading:
•
• associating images with
•
main idea and the supporting
Writing:
1 2 3
198

Topics
• Amazing Facts around the
World
• Some Countries and their
Records
•
• Success
• Odd Jobs and Occupations
• Career Choices of the Future
• Happiness atWork
•
•
•
•
• Stories of Success
• write about landmarks and
compare them.
• make comparisons.
•
• write a letter to participate in a
• write about amazing facts and
make comparisons among them.
•
• write about occupations and
professions.
• make predictions and plans
regarding career choices.
• read graphs and tables to help
•
• describe people’s personal
• use reference words to aid
reading comprehension and
• • Compound Nouns
• Future predictions and
intentions with “will” and plans
with “going to”
• Present Perfect tense
•
• Past participle forms of regular
SkillsandStrategies
Vocabulary:
Grammar:
• correcting mistakes to become
aware of grammar rules
•
the number of things / people
choose the appropriate form of
•
Reading:
• using graphic organizers to
summarize information
• Wh- questions
about an article to establish
information
Writing:
Vocabulary:
purpose and person in compound
nouns to write them using the
correct word order
Grammar:
•
•
Reading:
• using a word splash to build
conceptual knowledge
•
•
Writing: following a plan to
Vocabulary:
•
knowledge
•
from nouns
Grammar:
• unscrambling sentences in
order to become familiar with
grammar structures
•
to become familiar with them
Reading: using the K-W-L
in order to become familiar with
Writing:
4 5 6
199

Review
BirthYear Height Hair style
Salary
per movie
Popularity
1 1964 171 cm Long $25 million ✯✯✯✯✯
2 1967 172 cm Very long $24 million ✯✯✯✯
3 1961 173 cm Short $15 million ✯✯
I admire circus artists because they are agile and very talented. For example,
tightrope walkers on a thin rope at a great height.They (a)
their balance very well. Good clowns (b) many emotions and entertain
people. On the contrary, bad clowns (c. not) people laugh.
contortionists (d) the illusion of having boneless bodies?Yes, of course!
They (e) their bodies in amazing ways! Magicians (f) the
choice of someone in their audience. they (g) gravity? Yes!
They can levitate. A magician (h. not) a trick without rehearsing
it many times! Jugglers (i) more than three objects at the same
time. I’m learning juggling tricks, but I (j. not) three balls at the
1. Read the chart and make comparisons using comparatives and
superlatives. Use the Word Bank.
Three Divas from Hollywood Romantic Comedies
a. .
b. .
c. .
d. .
e. .
f. .
g. .
h. .
i. .
2. Find eleven verbs in the word search. Then, use can or can’t plus the appropriate verb to
complete the text.
E L G G U J D N E B
T C I D E R P Y G Q
E X P R E S S Y Z P
E T A L U P I N A M
N R P E R F O R M P
U C R E A T E H F E
K Q M K M Y J B I E
I Q L A A T F T U K
S A C H K Q B E V F
W S J O E E N F D M
can walk
Sandra Bullock is older than Julia Roberts, but Meg Ryan is the oldest of them all
3. Meg Ryan
1. Sandra Bullock
2. Julia Roberts
Word Bank
• old
• young
• tall
• short
• high
• low
• popular
6
Answers may vary.
can keep
can express
Can
can predict
create
can’t make
can bend
defyCan
can’t perform
can manipulate
can’t juggle
200

3. Fill in the blanks with the right adverb. Use
the Word Bank.
Word Bank
Word Bank
sometimes
never
always
often
once
usually
• how many
• a pinch
4. Use the Word Bank to complete the texts. Then, match them with the
corresponding pictures.
(a) a year, on February 14, many people around the world celebrate
Saint Valentine’s Day. For example, my sister (b) gives cards
to her friends, and she (c) gives a present to her boyfriend. He
(d) there are people who
get married on this day. I love my friends, but I (e) celebrate
this day. I prefer to demonstrate my good feelings every day.
Delicious and practical ideas for breakfast
a. Are there raspberries and cherries in your fridge? If so, what about
pancakes with them on top?
b. Cereal is also good! Add of milk and fruit and enjoy it!
c. ice cream can you eat? If the answer is a lot, then what about
chocolate syrup and vanilla ice cream on top? Don’t forget to
add some of banana.
d. If you have time, why don’t you treat yourself with fried eggs and
ham?
e. There isn’t marmalade? No worries. Prepare it yourself. Peel
oranges and boil them with of water. Add of
sugar. Just a little bit!When it is cold, have it with toast!
f. pancakes can you eat? Have as many as you want! Add
of honey and put butter on top!
5. Correct the wrong conjugation of the verb to be in the Simple Present
and the Simple Past tenses. There are eight mistakes.
The History of Cryptograms
nonstandard hieroglyphics in communication. There are even today a Mesopotamian
tablet that contains an encrypted recipe for making pottery glazes. In 50–60 B.C., Julius
it was well known as the CaesarCipher or the Caesar Alphabet. In the past, cryptograms
is useful for hiding secrets in times of war. One of the most famous cryptograms are
the ZimmermanTelegraph. It was quickly decoded by the British during theWorldWar
Allies.Today, cryptograms was still very popular, but for entertainment purposes.They
is brainteasers because they challenge your mental agility!
a.
b.
c.
d.
e.
f.
g.
h.
any
often
slices
• a tablespoon
• slices
• how much
• a glass
• a little (x2)
• 2
• some (x4)
• 3 cups
• any (x2)
were
7
Once
always
usually
some
a glass
some f d
2
3 cups a pinch
a little
How many
some
any
some
a tablespoon
were
is
is/was
was
are
is
are
How much
a little
Sometimes
never
e
a
b
c
201

Lesson 1
AChangingWorld
UNIT
1
1. Complete the following text by changing the verbs in parentheses into the Simple Past tense.
(travel) abroad. It is a free software application that allows you to
communicate with people by voice, video and instant messaging online. Its original
name (a. be) Sky Peer- to-Peer. Janus Friis and Niklas Zennström
(b. create) Skype in Estonia.They (c. invent) it in 2003.
Years later, they also (d. develop) a very popular InternetTV service
(e. change) the
nature of peer-to-peer communication and content distribution around the world.
I’m a photographer and for obvious reasons the camera is my favorite invention. Many people to
the creation of this magical device that (a) the way we keep our memories. For example, in the
Middle Ages, Alhazen (b (c)
out that silver nitrate (d) dark in the presence of light, and experimented with chemical reactions
(e
(f) a method to help preserve
(g (h)
(i) the Kodak camera. All of them sure
(j) a great job!
2. Complete the passage using the verbs in the Word Bank. Use the Simple Past tense.
traveled
contributed
3. Classify the verbs in the previous exercises in the chart below.
Regular verbs Irregular verbs
invent contribute be become
Word Bank
• develop
•
• contribute
• do
• create
• become
• discover
• work
• invent
• revolutionize
• make
8
was
revolutionized
created
became
made
invented
worked
discovered
developed
did
found
created
developed
changed
invented
develop discover make
create work do
202

4. According to the answer, write the correct Wh- word.
6. Write a dialog about an invention you cannot live without. Remember to use Wh-questions.
invented Skype? Janus Friis and Niklas
Zennström.
a. did they invent it? In 2003.
b. did they develop it? In Estonia.
c. did they create it?To help improve peer-
to-peer communication.
d. was the original name? Sky Peer-to-Peer.
Who
Grammar Strategy
Use Wh-words to ask for
focuses on a particular
topic.
Who: person or people
What: things/actions
Where: places
When: time
Why: reason
5. Choose the correct option to complete the questions. Write the auxiliary
verb when necessary. Then, answer them.
Who created your favorite invention?Chris:
You:
Chris:
You:
Chris:
You:
Chris:
You:
Sam: Who (contribute / contributed) to the creation of the
camera?
Tina:
Sam: Who (a. made / make
Tina:
Sam: When Niepce (b. make / made
photographic image?
Tina:
Sam: Where (c. work / worked)?
Tina:
Sam: Why the camera (d. revolutionize / revolutionized)
the way we keep our memories?
Tina:
9
When
Many people. For example, Alhazen, Johann Shultze and Louis Daguerre
Alhazen made it.
among others.
He made it in 1827.
He worked in France.
Where
Why
What
did
did
did
Answers may vary.
Answers may vary.
203

1. Read about Leonardo da Vinci’s inventions and circle the right verb form.
When he lives / lived (r) in
Venice, he create / created
(s) a scuba diving suit. He
(t) it useful
for protecting people from
enemy ships underwater.
He built / build (n) a robotic
knight that can / could (o)
move on its own.The knight
sit / sat (p) down and move /
moved (q) his head.
He don’t invent / didn’t
invent (l) the clock, but
he designs / designed (m)
one with two separate
mechanisms, one for minutes
and the other for hours.
Leonardo make / made (j)
drawings that anticipate /
anticipated (k) the design
of modern airplanes and
helicopters.
a.
b.
c.
d.
2. Circle the mistakes and rewrite the questions. Then answer them based on the text.
I grow / grew up inVinci and Florence and works / worked (a
in Italy and France. I was / were (b) a Renaissance man because I was / were (c)
was / were (d) a scientist, designer, artist,
engineer, inventor and architect, among others. My inventions continue to
Painting Innovations
I discover / discovered (e) that chiaroscuro can / could (f) be a new
painting technique.
I study / studied (g) objects and discover / discovered (h) that they
was / were (i
Engineering and Architecture Innovations
Lesson 2
10
Did Leonardo da Vinci invent the clock? Did its build a robotic knight?
No, he didn’t. But he designed one with two separate Yes, he did. It moved on its own.
mechanisms.
Did he grow up in France?
Yes, he did. His drawings anticipated modern No, he didn’t. He grew up in Italy.
airplanes and helicopters.204

Marie and
Pierre Curie
a ,
a
an ,
a ,
a system
a ,
a building, a
a ,
a
a fact, a ,
a , a
new
I accidentally discovered chocolate chips in my house in Massachusetts!
There was no baker’s chocolate, so I used broken pieces of Nestle semi-sweet
chocolate but they stayed solid! I then did business with Nestle: They wrote
my recipe in semi-sweet chocolate boxes, and I received chocolate for free!
language; it translated instructions into machine code. I
received many awards like the Medal of Technology, but my
team helped me a lot!
We studied radioactivity. We discovered two new elements: polonium
and radium. We received two Nobel prizes for our work. We used the
money for research and never patented the discoveries we made!
3. Use the Word Bank to complete the diagram below.
Vocabulary Strategy
remember words that
often go together.
Actions inventors do
Discover Invent Develop MakeBuild
4. Complete the chart below using affirmative and negative statements. Use the information in the
text and your own ideas.
substance
Things she / they did Things she / they didn’t do
Marie and Pierre Curie
She discovered chocolate She didn’t receive any money, but…
chips by accident.
Word Bank
• substance
• work of art
• house
• tool
• vaccine
• robot
• idea
• technique
• product
• machine
• discovery
11
She didn’t work alone. She worked with
but she received chocolate for free.
her team.
They didn’t patent the discoveries they
made. They preferred to do research.
computer programming language.
They discovered polonium and radium.
vaccine
tool
machine
house
robot
idea discovery
work of artproduct
technique
205

Lesson 3
InventionsAllAround
1. Scan the texts to fill in the chart below.
Reading Strategy
When you scan,
you don’t read the
complete text. Run
your eyes over the
text looking for
Reading Strategy
The main idea sums up
the author’s essential
message. Sometimes
you need to infer it
based on the details
given by the paragraph.
2. Read and check (✓) the main idea for each text.
a.
technological advances that once were considered distant and impossible.We
decided to dedicate this week’s issue ofTeens’Viewpoints to the inventions
who have come across some amazing facts!
The main idea is:
1.
2.
3.Imagination is the bridge between literature and science
b. In our literature class, we read a story called From the LondonTimes of 1904 by Mark
read those about Tom Sawyer. Anyway, in this story, he predicted the Internet because he
distance telephone system. He described how this device could make “the daily doings
of the globe visible to everyone” no matter how far apart
people were. So,Twain developed the basic idea of the
Internet almost a century before it was invented! Isn’t it
just amazing?
The main idea is:
1.Twain predicted the Internet
2.FromTom Sawyer to the telectroscope
3.
Sci-Fi novel where it appearedInvention Author Year
12
Internet From the London Times of 1904 Mark Twain 1898
CCTV
iPads and
Kindles
Nineteen Eighty-Four
Return From the Stars
George Orwell
Stanislaw Lem
1949
1961
206

Reading
c. I didn’t believe my friend Christopher when he said the original idea of closed-circuit
Nineteen Eighty-Four
people’s lives. He wrote Nineteen Eighty-Four to criticize governments that prohibit
freedom of expression.
The main idea is:
1.I didn’t agree with my friend Chris because I didn’t know about CCTV
2.Nineteen Eighty-Four is about a society where cameras spy on people
3.
d. I did my history homework and I loved it because I found out something very
interesting about iPads and Kindles. It was Stanislaw Lem who predicted the creation
of these devices. Lem wrote a novel called Return From the Stars
anticipated digital books. He imagined touch-screen technology on which a book’s
content was recorded. In the same book, he also described electronic catalogs. He
The main idea is:
1.Stanislaw Lem invented iPads and Kindles
2.
3.Stanislaw Lem predicted touch-screen technology
3. Based on the text, answer the following questions. Use complete sentences.
a. did MarkTwain predict in From the LondonTimes of 1904?
did Stanislaw Lem anticipate in Return From the Stars?
Nineteen Eighty-Four?
b.
was Lem ahead of his time?
c. Nineteen Eighty-Four?
didTwain publish his story about the telectroscope?
He predicted the Internet.
What
Why
When
13
He anticipated digital books.
He described CCTV for surveillance.
To criticize governments that control freedom of expression.
In order to observe the launch of rockets.
He wrote it in 1949.
He published it in 1898.
They created it in 1942.
Because he predicted the creation of technological devices that changed our way of living.
207

Writing
1. Brainstorm ideas about the following inventions. Use the Word Bank and your own ideas.
Writing Strategy
Brainstorming helps you get ideas and
organize them before writing a text.
Writing Strategy
Pay attention to dates to
organize the sequence of events.
Unscrambling texts helps you be
aware of their structure.
Steve Chen, Chad Hurley, and Jawed Karin inventedYouTube.
(relevant information)
(examples)
2. Put the following encyclopedia entry in order. Number the facts from 1 to 7.
•
• American professor, physicist and inventor.
•
• As a child, he loved stories about man going to the moon and dreamed of
building rockets.
•
not show interest in his work.
•
and built theV2 rocket to attack London.
• 1
3. Complete the following encyclopedia entry.
Word Bank
• see
• better
• defeat
• gravity
• rain
• online
• liquid fuel
• upload
• video
• sharing
• search
• engine
The rocket Windshield wipers YouTube
sharing
14
Answers may vary.
Answers may vary. Answers may vary.
7
4
2
3
5
6
see better
defeat gravity rain
online
liquid fuel
upload
video
search engine
208

Lesson 4
1. Decipher the following hieroglyphics to find the expressions studied in this unit.
To have a one track mind
2. Read the dialogs and use the most convenient expression to write a reply. Use the correct form.
a. Alex
You: ! I’ll get a new one.
b. Peter:Wow!You managed to solve the math problem in the exam. How did you do it?
You:Well, I .
c. Teacher: Congratulations!The plot of your theater play is brilliant!
You:Well, all of us worked on it, but to be honest, Pat it.
d. Angela:
You: Ask me one question at a time, please! I .
e. Christopher: How did you install the printer? I tried but I was never able to!
You: I it after I read the instructions carefully.
f. Carol: I’m fascinated with the new guy in the class! He knows a lot about poetry!
You:Well, it’s ! He just reads and talks a lot!
3. Read the statements and make them true for you.
a. I don’t think math is rocket science.
b. I was the brains behind the science project.
c. I wrote the poem because I had a light bulb moment.
d. I can’t do several things at a time. I have a one-track mind.
Real Communication
gie
to
to to
to
to
to
B
B
get
a
a.
b.
c.
e.
d.
f.
15
No biggie
To get wise to
To be the brains behind
To have a light bulb moment
Not to be rocket science
No biggie
was the brains behind
have a one-track mind
got wise to
not rocket science
had a light bulb moment
Answers may vary.
209

Lesson 1
VacationTime
UNIT
21. Read and replace the definitions in parentheses with the right verb.
The first letter of the missing word is given to you.
Do you want to nature without leaving your life behind?
Book a room in our lodge right now!
Come and (a) on our peaceful trails! If you are
patient, go to the lake and (b) a delicious trout for your
lunch! Or (c) your tent and just (d)!
(e) to the nearest city and take awesome
can (f)
(to have fun)
(to walk a long distance in the forest)
(to catch)
(to build up) (to rest and become less active)
(to travel on and control a vehicle in motion)
(to train in order to improve your health)
Vocabulary Strategy
While you work, keep the glossary open.
This will help you increase your vocabulary.
2. Compare the places below. Use there was, there were, there wasn’t and there weren’t.
a huge swimming pool, and of course, (a) any toboggan either;
instead, (b) a natural lake. I remember (c) a gym because you could
exercise outdoors, surrounded by nature. In fact, (d) a hiking trail, full of trees.When I
(e) any computer rooms, I mean, (f)
computers at all. (g) a lovely camping site, but now there is no place to set up a tent. Also,
(h)
enjoy
h
f
R
e
rs
there wasn’t
16
ike
there was
there were
there wasn't
there wasn’t
there was
there weren’t
There was
there weren't
ish
et up elax
ide
xercise
210

3. Answer the survey based on the previous text. Complete the questions with were/was there.
The last time you went to Hudson’s Hotel...
a. did you swim in the pool? Yes, I did. There was a big swimming pool.
b. did you go to the lake?
c. was there a camping site?
d. an Internet connection?
e. computers for everybody?
f. beautiful bike trails? No, there weren’t. But there was a gym.
g.
h. modern buildings?
i. a big city nearby?
4. Based on the pictures, write T (true) or F (false). Correct the false ones.
Last Saturday morning…
a. Joe and David were playing soccer. ( )
b. Peter was playing the harmonica in his bedroom. ( )
c. Angie and her cousins were swimming in the sea. ( )
d.
e.
f. Auntie Mary was crying. ( )
5. Describe a picture of your last vacation. Use the Past Progressive tense.
They were looking at their friends’pictures on Facebook.
F
was there
17
Answers may vary.
He was playing the guitar in the park.
were there
No, I didn't. There wasn't any lake.
No, there wasn't.
Yes, there was.
Yes, there were.
Yes, there was.
Yes, there were.
No, there wasn't.
were there
was there
were there
was there
They were camping in the forest.
She was taking pictures in Rome.
She was smiling.
F
T F
F
F
211

Lesson 2
ExtremeVacation
1. Add the sequence connectors in the Word Bank to the anecdote. Then, number the sentences from
1 to 5 to organize it.
Grammar Strategy
logical way and provide coherence.
Vocabulary Strategy
Use pictures to help you create a mental
image of words and their meanings.
2. Replace the pictures with the right word. Use the Word Bank.
My nose was bleeding badly and it was getting dark. I started walking north; however, I was not so sure if I
was going in the right direction. I was scared and weak.
(a), I saw some people from the rescue team and they helped me. (b), I had a
nose operation and everything went OK. I was irresponsible but lucky!
A year ago, I fell rock climbing. ,I want to tell you what I learned: any climb is dangerous, so
you have to be careful.
(c), I got to the top. It was 4:30 PM. I took some pictures, enjoyed the landscape and
went down. (d) I was going down the mountain, I (e) slipped and fell on my
face. I broke my nose.
I was on my own. I thought that the climb I chose was for beginners, so I did not use any safety gear. I
started climbing at noon and I felt pretty well. At 4:00 PM, I was close to the top.
While I was touring Manhattan, I suddenly . My girlfriend tried to help me,
but I accidentally (a) her down too.We (b) ontothe
sidewalk. I (c)
hospital, so I asked the hotel manager if I could borrow a (d). I kept on
touring the city in my wheelchair.When I got home, my doctor told me that I had broken a
(e)
Word Bank
slipped
dragged
fell
hurt
wheelchair
cast
Word Bank
when half an hour later suddenly
then
First1
slipped
18
Then
Half an hour later
dragged
hurt
fell
wheelchair
cast
Finally
suddenlyWhen
4
5
3
2
212

Grammar Strategy
• Use the Past Progressive
tense to refer to a
longer action that was
interrupted in the past.
The interruption is usually
expressed in the Simple
Past tense.
• Use the Simple Past tense
• If you use the Past
Progressive tense with
two actions in the same
sentence, it shows that
the actions were occurring
simultaneously.
3. Circle the right form of the verb in the following anecdotes.
a. While I waited / was waiting for my sisterCarol outside the airport, she picked
up / was picking up (1) her bags.A few minutes later, I talked / was talking (2)
toCarol on the phone to set the meeting point told / was
telling (3) me to move the car. I started / was starting (4) circling the airport
and was getting / got (5) lost. My sister (6) me thanks to
b. While my friends and I hiked / were hiking (1) on a trail to reach the top of
the hill, we chatted / were chatting (2) and had / having snacks.(3)When we
reached /were reaching (4) the top, the weather was changing / changed (5).
It started / was starting (6) were hiking / hiked
(7) back to the hostel.
c. I was playing / played (1) volleyball on the beach when I slipped /
was slipping (2) and falling / fell (3).While my friends took / were
taking (4)me to the doctor, my ankle got / was getting (5) more and
more swollen. After the doctor was X-raying / X-rayed (6) my ankle,
he was deciding / decided (7) to put a cast on my lower leg.
4. Decide if you need to use while or when to complete the following sentences.
a. my cousin was calling 911, my foot was hurting and I was
shaking.
b. I arrived.
c. I was reading some Calvin and Hobbes comics I was
waiting for the medical appointment.
d. I was going up the mountain I fell and crashed
into a tree.
e. My mother called me we started climbing the
second rock.
f. Abigail tried to help me, I accidentally dragged
her down.
g.
branch, it broke and she fell.
h. I was falling down, I was wondering to myself
what I was going to crash into.
19
when
When
When
While
when
when
While
while
213

Lesson 3
AdventureTales
1. Label the pictures with the words in the Word Bank.
Reading Strategy
Check unfamiliar words before reading a text to improve
comprehension and remember the words more easily.
a.
b. c.
d.
2. Read the piece of news and identify the meaning of the words in bold.
In April 2001, four forest engineering students;
Asdrúbal Esteves, went to spend their Easter vacation
in El Cocuy National Park, Colombia, but only three of
them came back home. They had to face cold, hunger,
homesickness and the dangers of the Andean moor.
When they arrived in the park, they were making
jokes and laughing. Unfortunately, soon everything
turned into
were checking the park map, they noticed there were
two main paths, which were marked with milestones
• misty
• moor
• milestone
Word
Bank
to guide hikers. As the mist was thick and a milestone
was in the wrong place, they got lost. Soon they ran
out of food, so they became weak and vulnerable. To
make matters worse, the weather conditions were
bad. During their ordeal, they tried to help each other
as much as possible. While Andrea and Asdrúbal were
having some rest, the others picked wild mushrooms
and plants for dinner.
They fought against nature. Once Edgar decided
to cross a dangerous river, but the others preferred
climbing a high rock instead. The rock was wet and
slippery; as a result, they fell eight meters down.
Miraculously, none of them were seriously hurt. On a
weather changed unexpectedly. While it was pouring
down, they were trying to put their things inside their
tent. The river carried away many things, including
their shoes. Edgar and Asdrúbal had to walk barefoot,
and got thorns stuck in their feet.
On the 38th
did not seem dangerous, but unfortunately the heavy
Living to Tell the Tale: 41 Days Lost in El Cocuy National Park
20
milestone
misty
moor
214

Reading
know how to swim, he drowned.The youngsters were
downhearted and depressed.Three days later, while
they were walking, they found a house inTame, Arauca.
When the forest rangers and the police arrived, they
cried out of both happiness and sadness at the same
a. homesickness in paragraph 1 means:
sadness from missing your family
phobia of being outdoors
being sick at home
c. ran out of in paragraph 2 means:
to have in abundance
to avoid doing something
f. downhearted in paragraph 4 means:
happy
depressed
emotional
b. turned into in paragraph 2 means:
to be
to change
to dream
d. slippery in paragraph 3 means:
e. barefoot in paragraph 3 means:
without shoes
in a line
to walk on one foot
Reading Strategy
Pay attention to context clues.They
will help you deduce the meaning of
unknown words.
3. Answer the following questions.
a. Is El Cocuy Natural Park in Central America?Why did the hikers go there?
b. Why did they get lost?
c. In paragraph 3, why does the author say “miraculously none of them got hurt?”
d.
4. Based on the text, number from 1 to 5 the sequence of events.
a. Asdrúbal drowned in a stream.
b.
c. They arrived inTame where people helped them.
d.
e. They faced many obstacles with courage.
1
21
No, it isn't. It is located in Colombia, South America. They went there to spend their Easter vacation.
Because there was mist and there was a milestone in the wrong place.
Because surprisingly none of them broke any part of their bodies in spite of having fallen eight meters.
Answers may vary.
3
5
2
4
215

Writing
Writing Strategy
A topic sentence for a summary must
communicate the central idea.To write
it, reread the text and concentrate on
its heading and sections.
Writing Strategy
Steps to write a
summary: Choose the
main points of the text.
Do not include details.
Use your own words; if
you need to write the
your opinions.
1. Check (✓) the best topic sentence to write the summary of the piece of news in the previous
section.
a.
National Park for 41 days.
b.
loss of one of their friends.
c.
back home.
2. Write the summary for the different sections of the piece of news.
Beginning
Middle
Ending
3. Describe the following places. Add more adjectives.
4. Choose one of the places above to set a story about a travel mishap. Follow this outline to write
about it.
Possible heading:Write a catchy short sentence:
Beginning: Set place and time, e.g. “On a sunny afternoon in the rain forest…” Mention the protagonists of the
story and what they were doing, e.g. “My cousin and I …”
Middle:Write about the problematic interruption. Clearly establish what happened and why. Include the
Ending:
a. b. c. wildfreezingwindy
22
In April 2011, four engineering students got lost in El Cocuy National Park,
weather changes. A river carried away all their things.
Asdrúbal drowned and his friends were very sad. Three days later, they found their
way back home.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
216

Lesson 4
TravelingMishaps
1. Check (✓) the right synonym for the following words.
Real Communication
a. A synonym for itchy is: tickling patient soft
b. A synonym for road is: stone pebble route
c. A synonym for suitcase is: tuxedo bag trunk
d. A synonym for hit is: frustrate go strike
2. Read the following situations and complete with an
appropriate expression from the Word Bank. Vocabulary Strategy
Learning synonyms helps
meanings of a word.
a.
road to south! It will take ages to arrive!”
• The best expression to refer to the annoyingly slow driver is:
b.
this noisy city!”
• An idiom you can use to say you desperately want to travel is:
c. “I checked brochures the whole morning.There are so many places I want to go to! I
think I could visit three cities on vacation. Perhaps four!”
•
d.
interesting and I love it!”
•
e. “I love to drive very fast on an empty road. I like to feel the wind in my hair and the
adrenaline going because of the speed!”
•
3. Write about your attitude when you travel. Use the idioms studied in the unit.
Word Bank
• To hit the pedal to the metal
• To be a Sunday driver
• To have itchy feet
• To hit the road
• To live out of a suitcase
23
To hit the road
To have itchy feet
To be a Sunday driver
To live out of a suitcase
To hit the pedal to the metal
Answers may vary.
217

Lesson 1
Hobbies
UNIT
31. Use the vocabulary in the Word Banks to fill in the blanks. Then, order the dialog.
Sarah: I think (a) having a hobby, as it makes life more interesting!
Beth: Oh, I love (b) ! I think it really stimulates your brain!
Sarah: Oh really? Did you join a dance academy?
Beth: I’m practicing the salsa (c) I learned last class. Dancing is
very absorbing!
Sarah: I’m so bad at dancing, but I joined a (d) modeling
workshop. I’m making models (e).
Beth: Yes! I began two months ago. I practice every day because I want to participate
in a salsa contest next year. I can’t wait!
Sarah: these days, Beth?
Beth: I (f) with you.You (g) yourself
when you learn new activities and belong to new groups!
4
1What are you up to
2. Look up the following words in a dictionary and complete the chart.
Entry Pronunciation Type of word
a. join / / verb to become a member of a club
b. belong
c. dress up
d. wooden
e. craft
f. crowd
g. absorbing
h. useful
3. Replace the mistakes underlined in the sentences by choosing the right word from the list in
exercise 2.
a. I added a salsa dance academy.
b. Clay modeling is such an absorbent activity.
c. I must wear for the opera.
d. In concerts, keep distance from the groups.
e. Stimulating your brain is a useless process.
f. I’m part of a reading club at my local library.
g. I love manual making.
h. Jim is making money by selling woody ships.
7
Vocabulary Strategy
Word Bank
• what are you up to
• completely agree
• 24/7
• get to know about
• there is nothing like
expressions
• wooden ship
• craft making
nouns
• steps
24
6
3
5
2
8
24/7
verb
verb
218

4. Read the following extract from a blog and
circle the correct imperative form.
5. Complete the following text with the verbs in the Word Bank.
Use the imperative form.
a. astronomy self-teaching guides; them in a library.
b. tips for beginner astronomers in magazines.
c. an online astronomy forum and more hobbyists.
d. to planetarium shows and enjoy the night sky!
e. a local astronomy club, and their interesting activities!
f. a telescope, but a good pair of 7 x 35 binoculars and enjoy the view!
6. Interview a friend or a relative about his/her hobby and fill in the chart below.
A possible hobby I am interested in is:
Do’s Don’ts
a. Think / Thinking / Thinks / Thought
b. Considering / Considers/ Considered / Consider items you would like to
collect: stamps, dolls, candy wrappers, pencils, postcards, etc.
c. Don’t stop / Not stop / Non-stopping / Not to stop
activities, for example, painting, reading or writing.
d. Making/ Made / Make / Makes a list of the things you enjoy doing outdoors
e. Not think / Non-thinking / Don’t think / Not to think you are not good at crafts;
f. Not to forget / Don’t forget / Not forgetting / Not forget to look for
information related to the hobby you are interested in.
g. Took up /Takes up /Take up /Taking up your hobby and learn as many
things as possible!
read
I’m an amateur astronomy hobbyist. I think astronomy is fun, useful
and absorbing! Before you get started with this fascinating hobby,
you should follow these recommendations to make the best of it!
Word Bank
read
join (x2)
go
learn
meet
don’t buy
get
don’t miss
Tired of checking Facebook and watchingTV?Want
to start a hobby, but don’t know how?OK.Then, you
should follow these recommendations!
Grammar Strategy
Identify an imperative sentence by
checking: a. If the subject is missing.
b. If you can answer: Yes, I will do
that or No, I won’t do that. c. If the
speaker is giving orders, commands,
instructions, or strong advice.
25
Go
meet
219

Lesson 2
FatherandSon
1. Read a fragment from an interview and circle the correct
expression to make it coherent.
Foley Adams: For this week’s issue, I interviewed Melissa Waits, a master
gamer, and Allan Waits, her granddad, who is the brains behind /the brain of/
the brain beyond some popular video games. Tell us about your relationship,
Allan and Melissa!
Allan: “What is it grandpa up
to?” / “What are you up to?” / “What about up to?” (a)Then, she pays attention to the
game I’m creating and says: “Don’t do it wrong” / “Don’t make it wrong” / “Don’t get me
wrong” (b) Grandpa, but you can do better than this!”
Melissa: (Laughing) In my point of view / In my opinion / In my mind (c) my grandpa’s
job is terrible / / greatest! (d) I disagree / agree/ admit (e) with people who think
explore emotions! And I admire grandpa because in order to / / get
in (f) the video game business, you must work really hard!
2. Write affirmative and negative sentences using have to, must and should according to the chart.
How to become a good master gamer
Rules Essentials Advice
a. Have fun
b. Practice every
day for short
spans of time
d. Read the instructions
for the games you play
f. Start at the lowest
level
Things you do
not need to do
Things prohibited Not a very good idea
c. Not play alone,
invite friends
e. Not get frustrated
because you aren’t
good at the beginning
g. Not play games
designed by only one
company or franchise
a.
b.
c.
d.
e.
f.
g.
3. Unscramble the sentences in the dialog below.
David: What tips can you give my brother to become a master gamer?
Melissa:Well, I think the following recommendations can help your brother.
a. game/an/He/choose/must/interesting .
b. have/He/his/doesn’t/buy/a/to/time/clock/to/game .
c. learn/He/to/the controls/has/how/to handle .
d. should/gamers/of/watch/He/skilled/videos .
e. for/He/hour/shouldn’t/an/play/over .
Vocabulary
Strategy
Identify expressions
in context to
understand how to
adapt them to your
own conversations.
26220

a. What have I do to take advantage of my
digital camera?
b. Do I must depend on Photoshop to correct
mistakes?
c. What kind of techniques I should to learn
d. Why does a photographer must to avoid
underexposure at all costs?
Usage Modal verbs
Emphatic Opinion
Advice
statements/questions)
Prohibition
statements/questions)
Rules
Absence of rules
6. Find out about a hobby you are interested in and complete the diagram below.
Pam:
about aquaculture, can you give us some recommendations?
Grandma: I think a beginner aquarist must (a)
Ana should (b) buy a medium size aquarium. She shouldn’t (c) buy aggressive or
must (d)
Pam: Does she have to (e)
Grandma: Sure!And air stones are a good idea too, but she doesn’t have (f) to buy them.
Pam:What mustn’t (g) she do?
Grandma: She mustn’t (h)
must (i)
because they can destroy the habitat of other species.
Pam:What aquatic plants should (j)she get?
Grandma:Oh, she should (k)buy live plants because
Pam: Interesting! Please give us a last piece of advice.
Grandma: You have to (l)
and change the tank water on a regular basis.
(Obligation, rules) (Emphatic opinions, prohibitions) (Advice)
(Hobby)
4. Circle and correct the grammar mistakes in the questions. Then, match them
with the appropriate answers.
5. Read the dialog and identify the correct usage of the modal verbs in bold. Fill out the box below.
What do I have to do…
1. You should learn composition
techniques, of course! Composition is the
art of photography!
2. No, you mustn’t depend on editing tools!
3. You must avoid underexposure because
an underexposed photo will lack color
quality.
4 Well, Andrea, practice makes perfect, so
you have to use your camera as often as
possible.
27
c
b
d
a
221

Lesson 3
ChoiceandCommitment
1. Check (✓) the answer you feel more identified with.
d. collect. v. to
gather something
as a hobby.
c. archive. n. a place
where public
records or historical
documents are kept.
b. consumerism. n.
the culture of buying
goods.
a. unaware. adj.
unconscious.
a. Which of these items would you like to collect?
postcards miniature toys badges other, which? nothing
b. Do you visit
vintage stores?
gift shops?
virtual stores?
None because I hate
shopping!
c. Do you have more than three objects of the same kind?
Yes, I do. I have more than three (mention the object). No, that’s not practical at all.
2. Match the following images with the words and definitions below them.
3. Read the following passage and circle the main ideas in each
paragraph.
Collecting: The Most Common Hobby of All
Collecting is one of the most popular hobbies because everybody collects
something: for instance, postcards, coins, sweaters, miniature toys, badges,
stickers, etc. We spend our lives gathering things because they tell something
about our personal history. In addition, it is said that collecting is a hobby that
starts spontaneously in childhood. That is, kids love gathering marbles, balls or
teddy bears, and very often, they make their collection into a hobby.
Everybody is a collector, yet some people are unaware of that. For example, music
lovers collect their favorite bands’ albums, scientists collect data or
Reading Strategy
The main idea is the
key thought expressed
in a paragraph.To
identify it, ask yourself
what the text is
supporting details that
explain or prove the
central thought.
28222

Reading
samples, women collect accessories and men ties or
magazines; museums are collections of art, libraries
are collections of books, and city archives collect
collecting things.
consumerism, a trivial waste of time. Nevertheless,
the act of collecting demonstrates that consumerism
isnotalwaysbad.Infact,whenyoucollectsomething,
youmustbeatrulycreative,skilledconsumerbecause
you have to make good choices. Moreover, collecting
is connected to recycling, which is so necessary to
4. Based on the text and taking into account exercise 3, complete the following chart.
Collecting:The Most Common Hobby of All
Main idea Supporting details
Introduction
•
Second
paragraph
•
Third
paragraph
•
Conclusion
•
5. Look the underlined expressions up in the dictionary and answer the questions below.
a. Do you agree with the author that getting rid of things is not environmentally-friendly behavior? Explain.
b. Are you a romantic collector or do you want to with your items? Explain.
c. Why do you think obsession can spoil a collector’s fun?
environmentally-friendly and getting
rid of things, which produces more trash.
Therearemanyreasonstoexplainpeople’sinclination
to collect things. Some do it just for fun because it
is a way to show their personality. Others do it for
rare items. The romantic ones do it to remember the
past, and to keep their memories alive. In the end,
collectors feel they have to make their collection
unique. However, collectors must avoid becoming
crazy about their things because obsession can surely
spoil their fun.
29
•
•
•
•
•
•
•
•
•
•
•
223

Writing
Everybodyhashobbies,andcelebritiesarenotanexception. ,(a.example)Johnny
, (explanation) she turned writing into
a lucrative, full-time job. , (b. ) there are celebrities who have hobbies
only to relax themselves. , (c. example) Gwyneth Paltrow is a very busy woman,
(d. ) she takes time to practice yoga. Finally, there are actors likeTom
Hanks who are collectors and hobbyists. , (e. addition) to being a good surfer
and a golf and hockey enthusiast, he collects old typewriters. In fact, he has nearly 200!
Dear Sam,
(a), let me give you some tips for modeling. Buy good oil-based
plasticine. If you want your model to stand, you have to make thick legs.
(b), if your characters need to move, use wire too. One more thing
about legs:You shouldn’t really use cocktail sticks for them; , if you can get
your characters to remain still, it may help.
Now, for the animated clip, you have to have a digital camera. It’s so much fun
to take a picture of your character for every movement, (c)
you must be really patient.
Also, don’t forget you have to use a movie software program. Think of other
details; (d), you should dress your characters and create a nice
setting, and don’t forget to add some good music too! And action!
Hey Carla,
I’mreallyintoplasticinemodeling
I want to make a
stop-motion movie. So, can you
give me some tips?Thanks a lot!
Sam
Hi!I’m Caroline.Mydadisadiplomat,
so I live out of a suitcase. I want to
take up a hobby, but I don’t know
what exactly. I love craft making, I
pay close attention to details, and I
also enjoy collecting things. Could
you give me some advice?
Thanks a lot!
Dear Caroline,
I think you should
because
For example,
All the best,
1. Write the appropriate connector according to the functions given in parentheses.
2. Choose the appropriate connectors from the Word Bank to complete the blog entry.
3. Write a reply. Use the connectors and the grammatical structures studied in this unit.
• nevertheless
• for instance
• yet
• in addition
Word
Bank
Writing Strategy
Remember thatYET is used to introduce a fact, a situation, or
quality that is surprising based on what you have just mentioned.
30
For example
yet
yet
224

Lesson 4
FeelingAlive
1. Read the ads. Then, identify and choose the meaning of the underlined idioms.
Real Communication
3. Complete with personal information.
a. Who is the life and soul of parties you go to?
b. When does your mother make a big thing of something?
c. What kind of music is in its full swing these days?
d. What do you do to blow away the cobwebs?
e. When does your best friend feel in his/her element?
a. Why do you have to my new friend in my salsa class?
b. When I arrived, the party was !
c. Amy was stressed, so she went for a walk. She needed to .
d. Kaori, Abi and Abel started pastry-making classes.They love cooking and are preparing lots of delicious
things! I think they .
e. I love partying with Albert because he is so amusing. In my opinion, he is !
2. Complete the texts with the appropriate idioms above. Then, match them with the correct picture.
Lose weight, meet people and
express yourself! Join our salsa
club and blow away the cobwebs!
1. To clean the place where the
salsa lessons will take place.
2. To start dancing salsa so that
you can feel better.
If you are good at dancing, we are waiting for you! And
don’t worry; this year, teachers have promised
not to make a big thing of your attendance!
1. Teachers won’t be mad at students’ absences because of
rehearsals.
2.
Don’t be shy, come to the poetry
club which is in full swing at our
school this month!
1. The club is being very
successful.
2. People go to the poetry club
and swing.
Belong to the smart ones, andfeel in your element whensolving math problems!1. To be in elementary level atmath.
2. To do math exercises verywell while having fun.
Learn how to play the guitar and
be the life and soul of the party!
1. To play the guitar at parties
every weekend.
2. To make social occasions more
enjoyable for others by playing
the guitar.
a b
c
ed
31
a
d e b c
225

Lesson 1
AmazingFactsAroundtheWorld
UNIT
41. Unscramble the adjectives in these encyclopedia entries.
Then, match them with the appropriate picture.
b. Frogs’ skin is (ohotms) .They are
(luofclro) and (ntih).
Their legs are powerful.
a. Landmarks are (ginnirestet) buildings
or (portimnat) geographic sites.
d. (igb) cities are
(lusopupo) and (gersnadou).The cost
of living is not always (peach), but you
can meet lots of (cine) people.
c. There is (wen) information about
Venus, a planet that is (losec) to the
Earth.Venus’s atmosphere is very
(xciot) and its surface is very (oth).
2. Complete the following text with the right comparative form of the adjectives
in parentheses.
Vocabulary Strategy
Use adjectives to describe nouns fully and make your readers feel, taste and see what you describe.
It Is Worth Knowing!
Mercury is (small) than the Earth, and as other planets of the solar system it cannot
maintain life. Saturn is (a. big) than the Earth, but (b. light). Mars is
(c. cold) than the Earth, but Mercury is (d. hot) than Mars because it is
(e. close) to thesun. Besides,Mercury orbitsthesun (f. fast)than the Earth,
that is, once every 88 days, and Jupiter does it (g. slow), every 12 years!The universe is a
huge place, and we are just a little part of the solar system, which is located in the MilkyWay Galaxy.
So, there are many things about the universe that we still don’t know!
smaller
interesting
32
important
smooth
c d
ab
thincolorful
new
close
toxic
hot
Big populous
dangerous
cheap
nice
colder
bigger lighter
hotter
faster
slower
closer
226

Erika: Hi Julian! Can you recommend anything to read for geography and biology?
Julian: Hi! I recommend the new magazine Earth,Wind andWater
issue. It says the Andes are 7000 km long, so they’re more long (a) than the Rocky
Mountains, which are 4800 km.
Erika: Let me see… Oh, yes! It also says the Andes has higher (b) volcanoes than
other mountain ranges. And look at the section about animals!
Julian: Yes. In this article they mention that frogs’ skin is more smooth (c) than
toads’ skin.
Erika: Look at the photos! Frogs are thinner (d) than toads and their legs are
powerfuler (e) beautifuler (f)!
Julian: And there is a section about suggested destinations.This one is about Iguazu
Falls.The author says it’s gooder (g) to go in summer, and…
Erika: My brother went last year and he says it’s cheaper (h) if you stay for a week.
But don’t go in winter! He says it’s the worst idea ever. It rained all the time!
Julian: I think visiting Iguazu Falls is more relaxing (i) than sightseeing in any city.
Erika: I agree! And it’s more interesting (j) too for adventurouser (k) people,
like us!
3. Read the conversation and correct the wrong forms of comparative
adjectives in the grid provided. Check ( ) the right ones.
4. Use the information in the graphs to write comparative sentences with the adjectives given in
parentheses.
a.
b.
c.
d.
e.
f.
g.
Grammar Strategy
Ask yourself: How many
things am I comparing?
If the answer is two, then
you need a comparative
adjective.
The Himalayas are higher than The Carpathian Mountains.
(a).
(b). (f).
(c). (g).
(d). (h). (j).
(e). (i). (k).
longer
33
correctcorrect correct more beautiful correct
smoother more powerful better correct adventurous
Answers may vary.
227

Lesson 2
1. Use the superlative form of the adjectives in parentheses and match columns A and B.
a. Indonesia
b. India
c. Brazil
d. Japan
e. The United
Kingdom
f. The United
States
g. France
h. Italy
i. Germany
Word
Bank
Word
Bank
Word
Bank
• artistic
• populous
• rich
Word
Bank
Grammar Strategy
When you are stating that one thing is the best / worst of a group of three or more
things, you need a superlative (the + adjective + est) or (the most + adjective).
A
a. Who is one of
(popular) singers from Iceland?
b. What is (strange)
street in San Francisco?
c. Which is (long)
motoring road in the world?
d. Who is (famous)
British secret agent?
e. Who is the lead singer of one of
(successful)
Finnish bands worldwide?
f. Is Quebec one of
(large) producers of maple syrup?
g. In my opinion, Japanese calligraphy
is one of
(interesting) types of writing.
B
1. Bond, James Bond is the most elegant
agent ever. ( )
2. Anette Olzon is a Swedish singer. She
and her band have more than
and platinum awards. ( )
3. Well, Arabic is also really beautiful.
( )
4. Björk. Her concerts are great! Her album
Homogenic is more beautiful thanVolta. ( )
5. Yes, it is by far the largest producer. ( )
6. The Pan-American Highway passes
through 15 nations! ( )
7. Lombard Street is more famous than
other streets in the USA. It has eight
switchbacks! ( )
2. Locate the countries on the map. Then, complete the text with the comparative
and superlative forms of the adjectives in the Word Bank.
the most popular
a
f.
34
the strangest
d
e
g
f
c
b
e. i.
d.
h.
g.
c.
b.
a.
the longest
the most famous
the largest
the most successful
the most beautiful
228

• Sao Paulo is located in Brazil, and about 11,500,000 people live there. It is a populous city. Jakarta is located in
Indonesia. It has 16,850,000 inhabitants. It is Sao Paulo. Delhi is located in India. It
has 20,000,000 inhabitants. It is (a) of them all.
• London is the capital of England. It has a GDP (Gross Domestic Product) of $565 billion dollars. It is a very rich
city. However, NewYork City’s GDP is $1406 billion. So, it is (b) London.Tokyo, the
capital of Japan, has a GDP of $1479 billion, which makes it (c) city in the world!
• If you want to enjoy the world of art, you must go to Paris.The city is a world of art in itself. However, Florence
is Michelangelo’s hometown, so for some people it is (d) Paris. In my opinion,
Berlin is number one; it is (e) city of all because of its great museums, galleries and
streets.
Statistics from 2012
Carla: Listen to this Charles, in the book
I bought it says that the average annual
rainfall in Callao, Peru is 0.48 mm.
Charles: So, it is really dr______.
However, the average in Ica, also in
Perú, is 0.09 mm. So, it is dr______.
Carla:Well, yes, but not as dr______ as
in Arica, Chile where the average is 0.03
mm. Arica is the dr______ of all!
Linda: Look, Lucy, according to Lonely
Planet, the atmosphere in New Zealand
is friendl _______ than in Canada. But
they say Ireland is the friendl ______
country in the world.What do you think?
Lucy: Well, you know, there are
friend _______ people everywhere! I
don’t believe in those lists.
Hello Buddies!
I want to tell you about the most amazing things I found on the Internet!
Cities:
Sports:
Landmarks:
3. Read the following dialogs and check (✓) the option that best
completes the texts.
4. Unscramble the questions and answer them.
5. Research to complete the following text. Use comparative and superlative adjectives.
a. b.
a. city / the / is / in /What / mall / biggest / your?
b. city / the / is / in /What / building / oldest / your?
c. the / famous / most /Who / is / actor / in / country /your?
d. is / year/ in / the / happiest /Which / the / holiday?
What is the biggest mall in your city?
The biggest mall in my city is…
more populous than
ier / iest / ly /
ly/ ier / iest /
iest / ly / ier /
ly /iest / ier
ier /iest / y / ye
iest / y / yer / ie
y / ier/ y /iest
/ ier / y / iest / yest
35
the most populous
richer than
the richest
more artistic than
the most artistic
What is the oldest building in your city?
Who is the most famous actor in your country?
Which is the happiest holiday in the year?
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
229

Lesson 3
1. Write an appropriate heading for each picture. Use the superlative
forms of the adjectives long, good and high.
2. Skim the passage and match the headings you wrote above with the correct paragraph.
3. Read the text again and choose the best word from the options on the right to complete the blanks.
a. b. c.
f. attended / assisted
g. attended / assisted
h. representative / exponent
Breaking World Records!
Why do people have a (a) with breaking records? The
question is easy to (b); human beings need challenges
to feel alive and want to receive recognition. There are so many record
categories, but we can (c) them in three: human
achievements —which include superlative or extreme facts— astonishing
pets, and large food. Let’s read about some of them.
a. impression / fascination
b. answer / contest
c. resume / summarize
d. globe / balloon
e. consecutive / concurrent
Reading Strategy
Use a dictionary to detect
false cognates.
Reading
Strategy
Remember that
predicts the
content of a text
and gives key
words.
fascination
(Heading 1)
OnOctober 9th
person to break the sound barrier in freefall. He jumped from a rocket taken
to the center of the stratosphere by a giant helium (d). It
took him nine minutes to reach the ground in New Mexico at a speed of 833.9
mph (1,343km/h). In the process, he also set new records for the highest freefall
parachute jump, the highest vertical speed in freefall and the greatest freefall
distance. Millions of people watched his feat on YouTube online, so he
also set a new record for the most (e) views of a
live stream.
(Heading 2)
On July 15th
, 2011, Novex S.A., a Paraguayan company, set the
record for the longest hot dog at the Expoferia. The hot dog
(f)
the chef in achieving this goal, and lots of people (g) the
event. When the Guinness World Records (GWR)
(h),
celebrated as they do when their national football team wins a match!
36
The Best The Longest The Highest
Surfer Hot Dog
answer
summarize
balloon
concurrent
assisted
attended
representative
The Highest Freefall
The Longest Hot Dog
Freefall
230

Reading
4. Based on the information in the text, complete the following ideas.
5. Summarize the text you read by completing the chart below.
a.
him because
b. Abbie Girl became an expert surfer because
c. In the third paragraph, the statement “all the Paraguayans celebrated as they do
when their national football team wins a match!” means
d. According to the author, people like breaking records because
6. Which of the records presented caught your attention and why?
(Heading 3)
Abbie Girl is a female Australian Kelpie, that is, a medium-sized shepherd dog.
She surfed a 107.2 m-long wave at Ocean Beach in San Diego, California, USA,
on October 18, 2011. Hundreds of people gathered to see the (i).
Abbie beat more than 20 other participants! Her owner, Michael Uy,
(j) her and she (k) to his sportive lifestyle
very well. Now, she is an (l) surfer!
To conclude, there are as many world record categories as you can
(m) because people are always (n) new ways
to measure themselves in order to transcend their capacities, be admired, and feel
m.fantasize/ imagine
n. idealizing / creating
i. competition / competence
j. adapted / adopted
k. adapted / adopted
l. expertise / expert
Reading Strategy
To get more
understanding from
an article, ask yourself
Wh-questions (What,
Who,Where,When,
Why, etc.).They will
allow you to establish
information.
Reading Strategy
Summaries must be short, so
extract the main points from
a text by drawing charts.
Categories
Breaking World
Records
Reasons to
break records
a.
b.
c.
d. Human achievements. E.g.
e.
f.
37
The Best Surfer
he needed help from others.
she adapted to her owner´s sporty
lifestyle.
they were very happy
To transcend capacities
To be admired
To feel the adrenaline
about their victory.
they need challenges
to feel alive and want to receive recognition.
highest freefall or extreme facts
best surfer
The
Astonishing pets . E.g. Abbie Girl, the
Large food . E.g. The longest hot dog
adopted
competition
adapted
expert
imagine creating
Answers may vary.
231

Writing
Title: Mr / Miss / Mrs / Ms / Dr / Sir / Master
Forename: Surname:
Date of birth: Gender: Male: Female:
Occupation: Address:
City: State: Postcode:
Country: Nationality:
Email address 1: Email address 2: (Optional)
Telephone: Mobile: (Optional)
Please check (✓) if you want to receive news and updates from us.
Dear CommercialTeam,
My name is Frank Capizzi. I’m Italian, but I live in
Tucson, Arizona. I am a big fan of your organization
because you allow people from all over the world to
share their great achievements.
I am contacting you because I would like to
participate in the live event you are holding inTucson
this year to commemorate the annual Guinness
1. Fill in the application form below to become a member
of Guinness World Records.
2. Read the letter below and match its parts by writing the letters in the lines provided.
3. Follow the previous model and write a letter to participate in a GWR live event.
Writing Strategy
completely. Make sure you understand
what you are being asked in each section.
b
World Records Day. I registered on your website last
week, and I want to participate in the attempt to beat
the world record for the largest gathering of people
dressed like Batman. I can hardly wait!
I will appreciate the information you can send me. I
am looking forward to hearing from you soon.
Sincerely,
Frank Capizzi
Day Month Year
Word Bank
a.Closing
b.Sender’s address
c. Body( x3)
d.Salutation
e.Signature
f. date
g.Inside address
(recipient’s name
and address)
456 E DRACHMAN
TUCSON AZ 85705, USA
January 13, 2013
GuinnessWorld Records Limited
3rd Floor, 184-192 Drummond Street, London, NW13
HP, United Kingdom.
38
c
c
f
g
d
c
a
e
Answers may vary.
Answers may vary.
232

1. In each pair of pictures, check (✓) the one that represents the figurative meaning
of the expression, and cross out (✗) the one that represents the literal meaning.
a. I’m amazed at how good Sheena is at dancing salsa. She knows the steps for the Cuban, Los Angeles and
.
b. Some people love new pop bands, but I prefer the classics, you know, Madonna and Michael Jackson.They are
any new artists!
c. Will wants to impress Ada by bragging about his grades and his artistic talent. He wants her to think he is
.
d. I’m glad Edward arrived in class. He is smart, he loves participating, he does homework and he helps his
.
e. Jennifer Aniston is a good actress, but, she in Glenn
Close and Meryl Streep’s . Glenn and Meryl are the Best.
d. Not to be in one´s league
Lesson 4
FindingOne’sMatch
a. To be a class act b. To be head and shoulders above
c.
e. To go places
2. Complete the following situations with the right idiom.
Real Communication
39
a class act
going places
found her match
is not
league
✗
✗
✗
✗
✗
✓
✓
✓
✓
✓
233

Lesson 1
UnusualOccupations
UNIT
51. Replace the pictures with words. Then, combine them with the ones in the Word Bank to form
compound nouns. Write them in the chart according to their function.
Occupations
Description Opinion
a. Someone who designs toys is a
.
b. Someone who designs games is a
.
• You must be a really person!
• It’s a really job because you get
pay for making people .
(creative / happy / interesting / excellent)
c. Someone who tastes ice cream is an
.
d. Someone who tastes cakes is a
.
• You must have a tooth and be
!
• This is not a very job because of the high
number of calories you consume.
(healthy / objective / sweet)
e. People who keep zoo animals are
.
f. People who milk snakes to make
antidotes are .
• You must be and .
• job because
you deal with wild animals.
(responsible / careful / dangerous)
reader
milker
Type / Purpose / Reason Who
a. toy designer
b.
c.
d.
e.
f.
g.
h.
Vocabulary Strategy
noun + noun = compound noun
Type/purpose person
Write compound nouns as one word: speechwriter
Or as two separate words: tour guide
2. Complete the descriptions with some of the professions above. Then, complete the opinions by
writing the adjectives in parentheses in the correct place.
creative
trainer
walker
keeper
taster
designer (x2)
translator
Word Bank
a.
g.
b. c.
h.
d. e. f.
40
toy designer
game designer
ice cream taster
cake taster
zoo keepers
snake milkers
dangerous
responsible careful
healthy
objective
sweet
excellent happy
interesting
dog walker
snake milker
zoo keeper
Braille translator
ice cream taster
book reader
game designer
234

4. Take the following test. Check (✓) the answer you most identify with. Then, based on the results,
complete the texts below with your opinions.
3-12:
4-16: Designer!There are many possibilities: toy, game, interior, landscape, furniture, fashion, graphic designers, and so on.
5-20: Translator or proofreader! It seems you might be a good one!
6-24:
d. Think about your personality. I am…
1. not easily shocked by blood, wounds,
broken bones, or strong smells.
2. a creative and artistic person.
3. an organized person who pays attention
to details.
4. a natural born leader.
c. Think of work conditions. I would like to…
1. work at a clinic, hospital or a research
laboratory.
2. work at a publicity agency. I could work
under pressure and accept criticism.
3. work independently and with discipline
to meet deadlines.
4. be a leader in a company. I see myself
planning strategies and guiding processes.
Beinga (career’sname)seemstobeavery (adjectivetodescribeit)
job for me because (reason).
In addition, I think being a (career’s name) is (adjective to describe it)
because (reason).
a. Consider the things you like. I like…
1. taking care of animals.
2. designing and inventing things.
3. reading, correcting and editing.
4. coordinating activities.
b. Consider the things you are good at.
I am good at…
1.
explanations, and observing
symptoms.
2. creating things that others like
3. languages and letters. I have
great communication skills.
4. making decisions, plans and
choices.
3. Fill in the following chart.
Grammar
Strategy
To form agent
nouns (names
for people), add
or er
to action verbs.
Example:
Spelling rule
Complete the
example
Write a sentence with
one of the nouns
In one-syllable verbs ending in consonant +
vowel + consonant
Plan
Drum
Ifthelastsyllableofaverbisstressedandends
in consonant + vowel + consonant, double the
Program
Begin
Intheverbsendingin“silent e”precededbya
consonant,removethee
Supervise
Translate
Scoring system:
Answers 1 = 3 points each; 2 = 4 points each; 3 = 5 points each; 4 = 6 points each.Your score:
41
er
er
ner
ner
or
or
mer
mer
Answers may vary.
Answers may vary.
Answers may vary.
235

Lesson 2
CareerChoices
1. Read the following career orientation notes and complete what the students are thinking. Use
will and won’t.
Sofia Colon
likes working with computers
is good at problem solving
and making decisions
concentrates easily and pays
attention to details
• Suggested careers:
systems analysis, computer
programming
Angela Meyers
enjoys taking care of plants
cares about the natural
environment
is interested in landscape design
books
hobbies: planting bonsai trees
volunteers in a garden center
• Suggested careers: wildlife and
ecology, landscape architecture,
forest engineering
2. Write the appropriate adverbs in the following sentences. Take into account the Grammar
Strategy.
a. Sheila won’t enjoy volunteering in the computer center
b. I think Alice will travel before making any decision related to
her future career, or maybe she will work for her parents’ business. I don’t know!
c. Camilo will not follow his father’s lead. He is not interested
in medical research at all. Besides, he knows he is a class act in arts, so he will
work in painting restoration or as a toy designer.
d. John won’t be a snake milker because he volunteered to work
My brother is a class act in computer programming, so
I (d
I (e) be a systems analyst like my aunt.
She really enjoys it and earns lots of money! I won’t be
choosing it only for money, of course!
Grammar Strategy
To express certainty or
uncertainty about future
events use the adverbs
and
if you are 100% sure; and
if you want to
show a lesser degree of
certainty.
3. Rearrange the following questions about the future. Then, answer them.
a. dad’s / will / lead / you / follow / your /?
b.
I like ecology, but I (a) choose it
as my major. I (b
landscape architecture because I think that it
(c)make me happy.
won’t
will
probably
absolutely
Will you follow your dad´s lead?
will
will
will
236

4. Number the pictures from 1 to 4 to order Anne’s plans for the future. Then, complete the text
using going to.
work as an event
manager
obtain a college
degree become a chef learn languages
in hotel management. In addition, she (a) and she
will probably open her own restaurant.Also,Anne (b) because she must
so she (c). I admire her because she is my older sister. I think I’ll follow
her lead when I’m a grown-up!
5. Complete the dialog using going to. Use the negative form when needed.
is going to obtain
a college degree
1
Sharon: I (follow) my mom’s lead. I love helping her with
the animals at her hospital.What about you Charly?
Charly: No, I (a. follow) in her footsteps because languages are
not my thing. Certainly, I have to think of a profession, but I
(b. rush) into making decisions.
Sharon:You’re right. (c. volunteer) as a dog walker
on vacation?
Charly:Yes, absolutely! And I am sure Sean and Joe
(d. enroll) in an systems company during the summer.They love programming.
Sharon: And what about Laura’s sister?
(e. study) robotics?
Charly: No, she isn’t. She (f. start) college
this year. Instead, she (g. travel) abroad
before making any decisions.
6. Read the text and circle the most appropriate form of the verb according to the context.
Everybody in my class is thinking about the future. For example, George is be a vet. He is
(a) volunteer as a dog walker in a vet hospital next summer. Ava and Mary to
(b) study design because they don’t like arts at all. I think they (c) look for a job as ice
am going to follow
is going to become a chef
is going to work as an event manager
am not going to follow
am not going to rush
Are you going to volunteer
are going to enroll
Is she going to study
is not going to start
is going to travel
is going to learn languages
3 4 2
237

Lesson 3
TheJobMarket
Main concept in the word splash:
Words chosen: , ,
a.
b.
c.
1. Analyze the word splash about Work Happiness. Then, choose three words from it and write
three sentences that relate to the main concept.
2. Read the article and confirm the relations you established in exercise 1. Then, read it again and
identify the graph that best represents the information provided.
Reading Strategy
Use visual aids, like word splashes, to establish
relationships between concepts.
Happiness at Work: The Best Jobs in 2012
What makes people happy at work? The
results of a survey carried out by a career
advice website between 2010 and 2012
are revealing. The bar chart illustrates
how autonomy, having control over your
time and the decisions you make, almost
doubled from 30% in 2010 to 57% in 2012.A
similar pattern can be seen with mastery,
using and improving your strengths and
doing activities you really enjoy, since it
rose from 20% in 2010 to 32% in 2011, and
in 2012, it reached 45%. It is also noticeable
that purpose, related to setting goals,
facing challenges, and working to help
others, rose from 33% in 2010 to 56% in
2012.The rise in the importance of working
with a purpose is linked to long-term
satisfaction: a state you reach when you
feel that what you do has a value.
The importance people give to money
remained relatively stable, but there
was a 0.2% fall from 2010 to 2012. What
is striking in the survey is that money
is not the essential factor of happiness,
yet it counts. Money allows you to meet
basic requirements, and also to keep
a healthy work-life balance: if you earn
enough money, you can travel, practice
leisure activities or learn new skills.
Researchers also found that excessive
consumerism and materialism
workers’ motivation and happiness. For
example, a pay rise or a promotion can
make people feel powerful and proud
is produced. However, once people
get used to what they have, they feel
boredom and dissatisfaction.
Work happiness
Boredom
Boredom: a lack of interest which affects your
level of happiness at work.
44
Answers may vary.
238

Reading
Reading Strategy
Pie charts are visual interpretations of data.The pie represents a whole and each
slice represents a percentage. Now consider the chart on the left: Which is the
biggest section and which the smallest?What percentage do they represent?
Reading Strategy
3. Read the conclusion of the article and, based on the information, complete the graph below.
Finally, another career advice website carried out
research into the best jobs in 2012 in North America.
The researchers took into account all of the aspects of
happiness from the previous survey to determine in
whichprofessionspeopleweremostcontent.Software
engineers rank number 1 with 60% in the chart. They
are permanently mastering their skills, they handle
their time, they are helping with the world’s digital
transformation, and the pay is awesome! Human
resource managers are second, with 25% in the chart.
4. Answer the following questions about the article.
a. What gives workers long-term satisfaction?
b.
c. What can money buy?
d. Do you agree with the results of the survey about happiness at work?Why/Why not?
a. b. c.
Their stress levels are low, and they play a key role in all
kinds of companies. Occupational therapists are next
with a rating of 10%. They really work for a concrete,
altruistic purpose: helping people overcome mental
or physical impairments. Last, but not least, with a
online advertising
managers, who are in charge of planning advertising
campaigns online. They are autonomous, always use
their creativity and are constantly improving their
computing skills.
45
A feeling that what they do has value.
Because once people get used to what they have, they feel boredom and dissatisfaction.
Answers may vary.
239

Writing
1. Fill in the survey. Then, write a career prospect based on your results.
2. Find out about an unusual occupation, and use the information in the survey above
to write about it.
In my opinion, being a/an is very
because .
.
(unusual occupation) (adjective)
(reason)
My skills Low Average High
Logical reasoning and problem solving
Communication and social skills
Language skills
Creative skills
Physical skills (agility, strength, etc.)
Happiness
factors
Irrelevant Secondary Vital
Autonomy
Mastery
Purpose
Money
My areas of
interest
Low Average High
Arts
Science and
Technology
Literature
Law
Business
Medical
My working style Never Usually Always
I like working with others.
I pay careful attention to all kinds
of details.
I’m open to change and accept
criticism.
I enjoy being the leader and taking
responsibilities.
I enjoy being outdoors.
I enjoy using creativity.
After having answered the survey, I think the career I will be interested in is in
because .
Or perhaps I
because . For example,
In order to make the right decision when the moment comes, I
(job family) (make a prediction with probably)
(reason)
(make another prediction)
(reason)
(comment on the results of your survey)
(state some plans for you to make the best decision for your future job)
Writing Strategy
Before writing a text, follow
a plan to organize the ideas
you want to develop.
46
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
Answers may vary.
240

Lesson 4
CreativeThinking
1. Circle the right option to complete the following sentences.
3. Answer these questions.
a. Which actors were the cream of the crop at the last Oscar ceremony?
b. Mention a situation in which you thought out of the box.
c. When was the last time that you had to learn the ropes to complete an important task?
d. Who is a number cruncher in your family?
e. In what work situations might people decide to call it quits?
2. Fill in the chart. First, complete the idioms with the missing word. Then, write the meaning, and
finally, match them with the picture that best represents their sense.
Idiom Meaning
a. A number
b. The cream of the
c. To think out of the
d. Learn the of something
e. To call it
a. Only the will be part of the Olympic basketball team.
b.
of nature.
c. It will take Elizabeth some time of her new job
as a Braille translator.
d. Lateral thinking or means to see things from
new perspectives.You can always improve this skill!
e.
terms such as “function,” “variable,” “parameter,” among many others.To put it in a nutshell, he was a
1.
2.
3.
4.
5.
Real Communication
47
Answers may vary.
cruncher
crop
box
e
b
d
c a
ropes
quits
to be good at performing calculations
to be the best in an activity
to think creatively
to learn how to do a job correctly
to stop doing a job
241

Lesson 1
UNIT
61. Solve the crossword puzzle. Then, complete
the text below with some of the words.
Talented Youth
• Maud Chifamba is an African accountancy student. She earned a scholarship
and became Zimbabwe’s youngest university student, so she is a (a). She is
(b) because she knows how to solve problems.
• Abby Enck is a (c) girl who helps children with cerebral palsy in Illinois.
• Spanish writer Javier Ruescas (d)
and (e) writer who loves mixing fantasy and reality.
• Australian Aelita Andre (f)
talent and her work has been exhibited in important galleries!
Vocabulary
Strategy
To solve crossword
puzzles, keep a
dictionary on hand
to check spelling.
Read the clues in
order to establish
between similar
inferences and
evaluate options.
2. Fill in the chart below by writing the nouns from which the adjectives
used above are derived.
Noun Adjective Noun Adjective
musical sensitive
intelligent artistic
organized sporty
analytical imaginative
friendly creative
intelligence
intelligent
Across
a. To be methodic and
systematic; to keep things in
the right place.
b. To be talented in music.
c. A young person whose
career advances quickly and
successfully.
d. To have emotional sensibility
and care about others’
feelings.
Down
e. To have the ability to create things.
f. To be friendly and enjoy people’s company.
g. To be good at analyzing details and solving problems.
h. To bequickto understandthingsandhavea highmentalcapacity.
i. To have great powers of imagination.
j. To enjoy sports and outdoor activities.
k. To be skillful at creating pictures, drawings and paintings.
k.
f.
d.
b.
a.
c.
e.
g. h.
i.
j.
c
r
e
a
t
i
v
e
Grammar Strategy
which occur at the end of
some words, to recognize
parts of speech.
Adjectives derived from
nouns usually end in -al,
-ive, -y, -ent, or -ic.
48
a
n
a
l
y
t
i
c
a
l
i
n
t
e
l
l
i
g
e
n
t
s
o
c
i
a
l
s
p
o
r
t
y
i
m
a
g
i
n
a
t
i
v
e
a
r
t
i
s
t
i
c
u
w h z - k d
i i v esns
i c l
r g n z d
analytical
whiz-kid
sensitive
creative
imaginative
artistic
sensitivitymusic
organization
analysis
friend
art
sport
imagination
creativity
242

3. Read the text and circle the appropriate adjective or noun in parentheses.
Argentina, on August 10, 1977. She was a sport / sporty girl, so she started playing
intelligence / intelligent (a) and sensitivity / sensitive (b) have
taken her far. She is a very competition / competitive (c) sportswoman. She has won
lots of medals, trophies and international tournaments along her career. For example,
friend / friendly (d),
but she is not a very sociality / social (e
inspiration / inspiring (f) person who has fought
for her dreams.
Name/Place of origin Abby Enck from Crystal Lake, Illinois, USA
Age 10 years old
Personality traits social, analytical, creative, sensitive, intelligent, humanitarian
Problematic situation
After accompanying her younger brother Cameron, who has cerebral palsy, to
the Lutheran General Children’s hospital, she noticed that the kids there liked
coloring, but most of their crayons were broken.
Goal To buy some boxes of crayons for the kids at the hospital.
Actions taken to
achieve her goal
•
crayons.
•
•
and candy.
Achievements She has helped to improve conditions in hospitals for kids. She has made kids
happier. She has inspired other people to help humanity. She has become an
entrepreneur.
4. Read the information in the chart. Then, unscramble the questions below and answer them.
a. like / is / what / Abby/?
b. she / where / brother / did / accompany / her/?
c. her / help / what / motivated / to/?
__
d. to help / did / kids / she / raise / enough money / the /?
e. goals / has / accomplished / she / her/?
f. others / thought / have / you / of / helping/?
Grammar
Strategy
Unscramble
sentences in
order to get
familiar with
grammar
structures.
49
What is Abby like? She is an intelligent, creative, young girl who
Where did she accompany her brother?
What motivated her to help? She felt like helping the
Did she raise enough money to
Has she accomplished her goals? Yes, she has. In
Have you thought of helping others?
is also sensitive, social, analytical and humanitarian.
She accompanied him to the Lutheran General Children's hospital.
kids after she noticed they liked coloring, but their crayons were broken.
help the kids? Yes, she did. She bought not only crayons, but also DVDs, and food.
fact, she has inspired others to do the same.
Answers may vary.
243

Lesson 2
ALifeofAchievements
1. Complete the chart by filling in the correct forms of the verbs from the Word Bank.
Regular verbs
base form past form past participle base form past form past participle
participate participated participated
Irregular verbs
base form past form past participle base form past form past participle
be was / were been
2. Complete the text. Use the verbs in parentheses in the Present Perfect tense.
3. Read the profile and underline the sentences where you find the time
expressions for and since.
neighborhood in London. Teenagers often get involved in gangs there. Since his
childhood, he has been a dreamer and a good dancer. Since he was 16, he has used his
Good for the Hood, run by
a better place to live.Since then, he has run free dance classes for teenagers in order to
fact, he runs a street dance company called EscenTrick and he has a clothing label, Wacky
Wear.
Albert and his wife Sue (be) sporty and adventurous since they were
teenagers. Albert (a. practice) rafting, paragliding and hiking for 10
years. As a hiker, he (b. win) two trophies in local competitions. Sue
(c. play
(d. not win) any medals yet. None of them (e. ride) a horse or a motorcycle.
They (f. try) to climb the Matterhorn, but they
(g. not get) to the top yet. Albert (h. take) lots of pictures of their climbing
adventures, and Sue (i. write) a journal
of their memories. They (j. not buy)
new hiking gear yet, but they are already training for their
next winter trip.
have been
• receive
• buy
• win
• ride
• try
• write
• participate
• be
• take
• act
• practice
• play
Word Bank
50
receive
win
received
won
received
won
play
ride
act
take
buy
acted
took
acted
taken
has practiced
has won
has played
have ridden
hasn't won
haven't gotten
has taken
have tried
has written
haven't bought
practice practiced
bought
practiced
bought
played
rode
played
ridden
try
write
tried
wrote
tried
written
244

Wacky’s talents and
characteristics
Since he was
a kid / teenager,
Achievements
Your opinion
about him
Rymel is a musical guy. he has… Wacky Rymel has… I think he…
a.
dancing?
b.
campaigns?
c.
young people?
d.
cultural events?
e. he already improved the quality
f.
yet?
Grammar Strategy
For +
for 3 hours / 7 years / 2
minutes
Since + a past point in
action takes place
up to now) Since 5:00 PM
/ Friday /October / 1978 /
I was young
Already: something has
happened sooner than
expected. I’ve already
Yet: something is
expected to happen,
but still hasn’t. I haven’t
5. Use yet and already to complete Mariana Pajón’s profile.
She is very young, but she has won 14 World Championships. She
has (a)
(b)
she has not thought about retirement from the sports world (c).
She has (d) won one gold medal at the Olympics, and she has
(e) received one of Colombia´s most prestigious awards called,
6. Interview Maria Sharapova. Make questions from the words in parentheses.
Use the Simple Past and the Present Perfect tenses.
a. (where/born)
b. (when/born)
I was born on April 19, 1987.
c. (how long/live/ in the USA)
I have lived in Florida since 1994.
d. (when/start playing tennis)
I started playing tennis when I was 6 years old.
e. ( when/defeat /SerenaWilliams)
f. (already /consider quitting tennis/ to raise /a family)
Well, I have.When I was younger I thought of it, but now, I just want to keep on
playing as much as I can.
already
Where were you born?
4. Complete the chart and answer the questions based on the previous text.
51
Since he was a child.
He is artistic, sensitive
and intelligent.
he has been a
good dancer.
Wacky Rymel has
used his talent to
help his community.
For more than 3
Yes, he has. He has
No, he hasn't yet. But, he is very
years.
motivated teenagers to take dance classes.
popular.
When were you born?
How long have you lived in the USA?
When did you start playing tennis?
When did you defeat Serena Williams?
Have you already considered
quitting tennis to raise a family?
For more than 3 years.
Since 2009, after he
won Good for the Hood.
already
yet
yet
already
already
Answers may vary.
245

Lesson 3
InspirationalLifelongLearners
1. Fill in the following chart in two stages. First, answer questions a and b. Then, read the text and
answer question c.
She has studied the social interactions of chimpanzees in
Gombe Stream National Park, Tanzania, for more than
education,shedidaPhD in ethology atCambridgeUniversity.
She obtained it
and her wish to protect them and their habitat, she founded
the Jane Goodall Institute in 1977. She has published lots
of books and has participated in many documentaries.
Some of them have been produced by Animal Planet,
Disneynature and the National Geographic Society.
K - W - L
Latin American
artists whose works
have been exhibited
around the world
Singers who have
recorded more
than 100 albums
Writers who have
won the Pulitzer
prize award
Researchers who
have fought for
animal rights
a. What do I know
about this?
b. What do I want
to learn about it?
c. What did I learn
about it?
Reading Strategy
When you read expository texts,
use the K-W-L method in order
to get involved in what you read.
• What do I know about the
topic? (Use background
knowledge and pictures)
• What do I want to know about
it? (Read with a purpose)
• What did I learn after reading
it? (Evaluate what you found
interesting)
2. Read the passages, analyze the reference words in bold, and
complete the sentences.
a. It . It refers to .
b. Them . It refers to .
c. Their . It refers to .
d. Them . It refers to .
object pronoun her PhD
52
possessive adjective
object pronoun documentaries
The chimpanzees’ habitat
chimpanzeesobject pronoun
Answers may vary.
Answers may vary.
246

Reading
States, so it tells us about its growth and decadence.Some of his stories were rejected by the
editors, yet he won the Nobel Prize in 1949 for his great contribution to the modernAmerican
novel. His
a. “It
. It refers to
.
b. “Us
. It refers to
.
c. “Its
. It refers to
.
d. “His
. It refers to
.
The First Lady of Song, Ella Fitzgerald, is remembered world-wide for her great scat
singing – improvised melodies with nonsense syllables– and her contribution to the North
Afro-American woman became an icon of jazz, worked with many big names and had a wide
repertoire. It
but all of them loved her
a. “Her
. It refers to
.
b. “It
. It refers to
.
c. “Them
. It refers to
.
d. “Her
. It refers to
.
when he created his own style, he distanced himself from them
bronze sculptures in Europe and the United States. They
sold many of his works of art; instead, he has donated them
her for more than 30 years.
a. “Them
. It refers to
.
b. “They
. It refers to
.
c. “Them
. It refers to
.
d. “Her
. It refers to
.
3. Answer the following questions based on the previous texts. Support your ideas.
a.
b.
c. What is the meaning of scat singing?
d.
53
object pronoun
personal pronoun
Ella’s contribution to culture
Faulkner’s work
the southern United States
Faulkner’s work
the readerspersonal pronoun
object pronoun
personal pronoun
object pronoun
object pronoun
Ella’s repertoire
Ella’s audiences
Ella Fitzgerald
Botero’s works of art
Sophia Vari
Botero’s sculptures
object pronoun
object pronoun
She is an intelligent, sensitive and analytical woman. She is also organized and social.
Yoknapatawpha County is not Faulkner’s most famous work. It is an imaginary place where his stories happen.
To sing improvised melodies with nonsense syllables.
Yes, he has. He has exaggerated the proportions of his
characters in his artwork.
247

Writing
1. Complete Daniel Day Lewis’s profile. Use the Word Bank.
2. Follow the color code and underline
the following kind of words in the
text. Then, answer the questions.
Writing Strategy
Pay attention to the position of time expressions as
they convey the timeline of events.
Avoid unnecessary repetition by using reference words.
Writing Strategy
Analyze the structure
on how the author uses
3. Match the function to the verb tense.
4. Research a celebrity you admire and write his/her profile.
th
, .
(a) he was a teenager, acting was not (b)
(c)
Lincoln
method acting to the extreme. For example, in the movie My Left Foot (1989), in which he
played an Irish artist with cerebral palsy, the crew had to move (d) around in his
wheelchair and feed (e) with a spoon.
(f).First,toIsabelleAdjani,but (g),hedivorced
(h) (i) have lived together
(j) so far. Lewis knows it is not easy to deal with (k); therefore, (l)
with some very strange men. I mean (m) were strange as individuals and probably even stranger
if taken as a group, but luckily (n) is the versatile one in the family and ’s (o)
been the perfect companion to all of (p)
story to win
the
Red: adjectives used to describe Daniel
Day Lewis.
Yellow: verbs in the Simple Present tense
Blue
Green: verbs in the Present Perfect tense
Purple: verbs in the Simple Future tense
a.
b. Why is his acting style so peculiar?
c. Who did he thank during his speech?Why?
d.
e. Why will the audience always remember him?
a. Achievements or events that started in
the past and continue in the present
b. Predictions
c. Finished events
d. Current situation of the person
1. Simple Present
2. Simple Past
3. Present Perfect
4. Simple Future
1957
Word Bank
Time expressions
for eighteen years / / twice / a
year later
Reference words:
54
When
he
him
him
a year later
they
him
twice
her
for eighteen years during
they
she
them
she
d
c
a
b
As an eccentric and obsessive star.
Because he really becomes the character he is playing.
He thanked his wife because she’s been very patient with him.
They have been married for 18 years.
his
Answers may vary.
248

Lesson 4
AMomentofTruth
1. Unscramble the expressions and organize the story from 1 to 6.
a. way / long / come / a. Last year, she won a
scholarship and traveled abroad to study ballet. She wanted to join an important company, and she passed
her audition . Now, she is part of the crew! ( )
b. She had to one / to / go / with / back / square her training. ( )
c. During the trip, she met a lovely guy.They have dated for months, and he wants her to stay there until he
graduates from university. It is a of / truth / moment in her life. ( )
d. )
e. Since Sally was a little girl, she wanted to be a ballet dancer. So, she started lessons at the age of 4. ( )
f. Some people thought her dreams of becoming a professional dancer
. ( )
3. Complete the following dialogs with the appropriate expressions from above.
a.
Alan
sent for the adaptation we have to
make for the cinema class?
Gregory:
it as a cinema
adaptation.
Alan:
have with
it.We’ll have to hurry up because
there is not much time left!
2. Match each part of the story with the following pictures.
Real Communication
b.
Joey: I admire Jennifer! She has
with herT-shirt designs! A big store has
to work exclusively for them, and another company
has encouraged her to apply for a full-time position
with them.
Gary:Wow! Sounds awesome! It will be
for her because she says she
wants to be a freelance designer forever, but I think
Joey:Well, if she decides to apply for a full-time
position, I know she will pass !
1
55
4
6
5
2
come a long way
5
3
6
1
2
4
go back to square one with
moment of truth
come a long way
a moment of truth
to go back to square one
3
249

References
Most texts included in this book are the result of the authors’ creativity and academic
* Signs 19
* Teaching by Principles Teaching by Principles: an Interactive Approach
to Language Pedagogy, AddisonWesley Longman.
* Multiple Intelligences and Language Learning: A Guidebook of
Theory, Activities, Inventories and Resources
* Frames of Mind.TheTheory of Multiple Intelligences
Books.
* Cooperative Learning
* Beyond Methods
* Language Learning Strategies:What EveryTeacher Should Know
Cengage Learning.
253

UsefulWebsites Students
* www.bbc.co.uk/worldservice/learningenglish
* esl.about.com/od/beginningenglish/u/start/htm
* learnenglishteens.britishcouncil.org
* www.eslpod.com
* vocabsushi.com
* www.examenglish.com
* dictionary.cambridge.org
* www.elllo.org
* www.nationalgeographic.com
* education.nationalgeographic.com/education/st/?ar_a=4
* www.youtube.com/user/CCProse
* www.brainpop.com
* www.discoveryeducation.com/students
* www.phrasemix.com
Teachers / Parents
* teachingenglish.org.uk
* vocabsushi.com/pro/teachers
* www.englishgrammar.org
* education.nationalgeographic.com/education/
?ar_a=1
* education.nationalgeographic.com/education/fm/?ar_a=3
* www.discoveryeducation.com/teachers
* www.discoveryeducation.com/parents
254

English book 3 teacher 2015 - 2016

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